UC-NRLF 


ORDON  READ 


TEACHER'S  MANUAL 


JUL    b  » 

GIFT 


LIBRARY 

OF  THE 

UNIVERSITY  OF  CALIFORNIA. 

GIFT    OF 


A   MANUAL  FOR  TEACHERS 


OP 


PRIMARY  READING 


BY 
EMMA  K.   GORDON 

AUTHOR  OF  "THE  COMPREHENSIVE  METHOD  OF 
TEACHING  READING" 


OF  THE 

UNIVERSITY 


BOSTON,  U.S.A. 

D.  C.  HEATH  &  CO.,  PUBLISHERS 
1910 


THE    GORDON    READERS 


"Firsi,  learn  to  read;   then,  read  to  learn" 


FIRST  BOOK  — For  beginners. 

SECOND  BOOK  —  Completes  the  work  of  first  year. 

THIRD  BOOK —  Can  be  read  by  second  year  classes. 

FOURTH  BOOK  —  Completes  the  preparation  for  reading  to  learn. 

TEACHER'S  MANUAL  —  Definite  and  practical. 

CHARTS  —  Three  Phonic  Charts.    Each  24  x  36  inches. 
Six  Equivalent  Charts.    Each  1 1  x  2*2  inches. 
Forty-four  Letter  Squares.    Each  4x4  inches. 
Forty  Word  Drill  Charts.    Each  7x12  inches. 


JUL    8  1911 
GIFT 

COPYRIGHT,  1910, 
BY  D.  C.  HEATH  &  CO. 


INTRODUCTION 

THE  method  of  teaching  reading  presented  in  this  Manual 
recognizes :  (1)  that  the  child  must  master  certain  phonic  facts 
before  he  can  have  power  ,to  solve  word  problems  for  himself ; 
(2)  that  it  is  not  possible  to  reduce  every  word  in  the  language 
to  a  phonic  basis,  and  that  exceptions  to  phonic  rules  should 
be  taught,  as  sight  words  or  wholes.  It  gives  the  child  such 
mastery  over  the  mechanics  of  reading  that  his  mind  is  free 
to  grasp  the  thought  of  the  sentence  when  it  is  presented. 

It  will  be  seen  that  this  is  not  a  new  method.  It  is  rather 
a  new  combination  —  an  apt  blending  —  of  the  strong  features 
of  several  methods.  No  teacher  need  feel  in  using  it  that  she 
must  throw  aside  all  the  good  things  that  her  experience  has 
found  to  be  worth  keeping.  It  is  comprehensive  and  has  room 
for  all  the  originality  and  personal  impress  that  the  earnest 
teacher  possesses. 

In  order  to  refer  to  vowel  and  consonant  sounds  with  ease 
and  directness,  and'  in  order  that  the  teacher  may  have  no 
doubt  as  to  the  sound  value  of  a  phonogram,  diacritical  marks 
are  used  in  the  Index  of  the  Word  List,  and  occasionally  in  the 
Manual.  The  marks  used  are  from  Webster's  Dictionary.  No 
diacritical  marks  should  be  used  in  the  work  with  the  pupils. 


iii 

217075 


CONTENTS 

PAGE 

THE  LEADING  FEATURES  OF  THE  METHOD 1 

AIM  OF  THE  METHOD,  §7 3 

AIM  OF  THE  PHONIC  DRILL,  §  8 3 

AIM  OF  EACH  ORAL  READING  LESSON,  §  9         .....  4 

STORY  TELLING  AND  DRAMATIZATION 4 

SEAT  WORK 5 

DRILLS 7 

Letter  Squares  and  Phonic  Charts 8,  9,  10,  11,  12 

Blending  Drills  from  Readers,  §7. 13 

Word  Drill  Cards 14 

Games1     ............  14 

The  Teacher's  Attitude 15 

Concert  Work 15 

EXPLANATION  OF  TERMS 16 

Phonogram 16 

Blended  Phonogram 16 

Word  Form 17 

Sight  Words 17 

KeyWords 17 

PHONIC  FACTS  FOR  FIRST  MONTH  OR  DIVISION         ....  18 

Suggestive  Names 18 

Stories 19 

Gestures 19 

Picture  Charts 20 

Sight  Words 22 

Movable  Chart 22 

Blackboard  Sentences 23 

Seat  Work 25 

i  See  also  pages  28,  30,  31,  32,  36,  38,  45,  49,  55. 
v 


vi  CONTENTS 

PAGE 

Spelling 25 

Reading 25 

OUTLINE  OF  WORK  BY  DAYS .26 

First  Week 26 

Suggestions  for  presenting  Phonograms 26 

How  to  recall  the  Sound  of  a  Phonogram         ....  27 
Game  Drills  for  obtaining  Sight  Recognition  of  Simple  Pho- 
nograms    28 

Script  and  Print 28 

Suggestions  for  presenting  Sight  Words  .....  29 

Second  Week 33 

Ear  Training 33 

Blending 33 

To  recall  Blended  Phonograms 35 

Game  Drills 36 

Addition  of  s  to  Families  of  Words  ......  37 

Game  Drills  and  Language  Exercises       .....  38 

Third  Week 41 

Fourth  Week 44 

PHONIC  FACTS  FOR  SECOND  MONTH  OR  DIVISION      ....  46 

Suggestive  Names 46 

Picture  Charts 47 

Seat  Work 47 

Spelling 47 

Reading — First  Book      .        .        .        .        .  .        .        .48 

Key  Words 48 

First  Week 49 

Second  Week 53 

Blending  of  Initial  Consonant 53 

Third  Week 58 

How  to  drill  from  the  Charts 58 

Fourth  Week 60 

Vocabulary .        .60 

PHONIC  FACTS  FOR  THIRD  MONTH  OR  DIVISION        .        .        .        .64 

Suggestive  Names .        .64 

Picture  Charts 65 

Seat  Work 65 

Spelling  and  Reading 66 


CONTENTS  vii 

PAGE 

Supplementary  Reading 66 

Exceptions 67 

Compound  Words  and  Dissyllables          .        .        .        .         .         .71 

Rest  Exercises 72 

PHONIC  FACTS  FOR  FOURTH  MONTH  OR  DIVISION     ....  73 
Suggestions  for  teaching  the  Effect  of  Final  e  upon  a  Preceding 

Vowel 77 

PHONIC  FACTS  FOR  FIFTH  MONTH  OR  DIVISION         ....  80 
PHONIC  FACTS  FOR  SIXTH  MONTH  OR  DIVISION         ....  87 
PHONIC  FACTS  FOR  SEVENTH  MONTH  OR  DIVISION    ....  89 
Suggestions  for  Teaching  the  Sound  of  ed  final  after  Any  Conso- 
nant   90 

Equivalent  Charts     .         . 93 

PHONIC  FACTS  FOR  EIGHTH  MONTH  OR  DIVISION      ....  96 

PHONIC  FACTS  FOR  NINTH  MONTH  OR  DIVISION        ....  99 

PHONIC  FACTS  FOR  TENTH  MONTH  OR  DIVISION       ....  102 

SPELLING 105 

Written 105 

Blackboard 106 

Seat  Work 107 

Chart 108 

Games 115 

BOOK  THREE  . .117 

BOOK  FOUR .        .        .119 

WORD  LIST 123 

INDEX  TO  WORD  LIST    .  199 


OF  THE 
UNIVERSITY 

OF 


TO   THE   TEACHER 

THE  leading  features  of  the  method  of  teaching  reading  pre- 
sented in  this  manual  are  : 

I.    The  absence  of  all  diacritical  marks. 
II.   The  few  phonic  facts  to  be  memorized. 

III.  The  obvious  aid  to  spelling  furnished  by  the  charts  and 

drills. 

IV.  The  careful  gradation  of  the  work. 

1.  In  the  complex  process  of  learning  to  read,  two  definite 
kinds  of  work  may  be  traced.  These  kinds,  though  separate, 
are  yet  dependent ;  to  reach  the  desired  end  both  must  be 
developed.  The  first  is  the  expression  and  development  of 
thought.  This  depends  upon  memory,  imagination,  and  asso- 
ciation of  ideas  ;  also  upon  the  second  kind,  which  includes  the 
mechanics  of  reading  —  sound  study  or  word  mastery,  called 
Phonic  Drill.  This  latter  necessitates  the  training  of  eye,  ear, 
and  vocal  organs.  It  should  be  preliminary  in  order  that  the 
end  may  be  logically  reached,  but  it  is  always  subordinate  — 
merely  the  means  to  the  end  that  is  comprehended  in  the  first 
line  of  work.  It  should  be  simple,  systematic,  and  thorough. 
"  Thorough  work  in  phonics  lies  at  the  base  of  all  rational  teach- 
ing of  reading. "  Much  of  the  difficulty  usually  met  by  the  child 
in  learning  to  read  is  removed  when  his  ear  is  trained  to  hear  the 
sound,  his  eye  to  recognize  the  written  expression,  and  his  vocal 
organs  to  enunciate  correctly.  His  reading  becomes  pleasur- 
able and  profitable  only  when  the  mechanism  of  reading  is  so 
entirely  his  that  he  uses  it  unconsciously,  having  his  mind  free 

1 


2  MANUAL   OF   READING 

to  dwell  upon  the  whole  thought  expressed,  rather  than  upon 
the  make-up  of  the  words  used  to  express  it.  When  this  can 
be  done,  the  child  reads,  and  the  day  when  he  can  read  and  enjoy 
literature  is  in  sight. 

2.  The  Manual   presents  the  mechanics   of   reading  in   a 
simple,  logical  manner.     It  is   a   combination   of   the  phonic, 
word,  and  sentence  methods.     In  order  that  the  child's  vocal 
organs  may  be  rendered  flexible,  the  phonic  element,  in  the 
form  of  vocal  training,  predominates  at   the  beginning  of  the 
work,   but  falls  into  its  proper  subordinate  place  as  reading 
power  develops. 

3.  A  phonic  method  should  train  the   child  to  enunciate 
clearly ;  should   free   the   speech   from   provincialisms ;  should 
strengthen  and  improve  the  quality  of  voice.     It  should  give 
the  child  such  mastery  of  word  forms  that  he  can  readily  take 
in  the  sense  of  the  printed  page.     These  advantages  are  gained 
by  drill  on  phonograms,  which  forms  the  basis  of  the  mechanical 
work  preparatory  to  reading. 

4.  The   word  method  is    used   to    supplement   the   phonic 
method.     It  takes  the  place  of  the  phonic  method  where  the 
use  of  the  latter  would  be  cumbrous,  as  in  the  teaching  of  ex- 
ceptions to  phonic  rules.     It  is  also  used  to  extend  and  give 
variety  to  the  reading  vocabulary  ;  but  the  list  of  sight  words  is 
never  long,  because  while  new  words  are  constantly  added  to 
it,  former  sight  words  are  finding  their  places  in  the  phonic 
scheme  and  thus  ceasing  to  be  sight  words ;  as,  hop,  a  sight 
word,  ceases  to  be  one  as  soon  as  the  phonograms  composing  it 
are  known  and  can  be  blended. 

5.  The  number  of  words  taught  by  the  word  method  is 
small,  in  order  that  the  distinct  phonic  impression  given  to  the 


AIMS   OF   METHOD  3 

child  through  eye  and  ear  training  may  not  be  marred.  Con- 
fusion will  at  first  result  if  the  pupil  frequently  meets  a  phono- 
gram to  which  he  has  been  taught  to  give  a  certain  value,  as  a 
in  at,  associated  with  other  values,  as  a  in  ail,  all,  any,  are,  what. 

6.  Reading  is  presented  in  the  first  month  by  combining 
sight  words  into  the  simple  statements  or  questions  of  familiar 
speech.     The  -child  recognizes  these  as  the  visible  expression  of 
his  thought.     In  the  second  month,  his  reading  vocabulary  is 
enlarged  by  the  addition  of  phonic  words.     From  this  time  on, 
the  phonic  drill  renders  him  familiar  with  the  word  forms  in 
the  sentence,  and  makes  him  independent  of  aid  in  recognizing 
known  words,  i.e.  words  of  which  the  idea  is  already  well  known, 
although  the  form  has  not  been  presented.     Thus  he  is  able  to 
give  his  attention  at  once  to  the  thought  expressed. 

7.  The  method  aims  to  make  the  child  self-helpful,  to  make 
him   so  interested  in  learning  to  read  that  he  will  enjoy  the 
process  as  well  as  the  result.     From  the  very  beginning  of  the 
work,  the  teacher  should  solve  no  problem  that  the  child  can 
solve  for  himself.     Only  by  making  him  a  worker  can  his  active 
attention  and  interest  be  aroused  and  kept. 

8.  The  object  of  the  phonic  drill  is  to  train  eye,  ear,  and 
vocal  organs  to  ready  recognition  and  enunciation  of  phono- 
grams.    It  aims  at  mechanical  exactness  through  sense  training 
and  vocal  gymnastics.     Progress  in  the  drill  depends  upon  two 
things  : 

(a)  Sight  recognition  of  simple  phonograms. 
(£)  Power  to  blend  one  sound  with  another. 

The  phonic  drill  should  be  an  exercise  apart  from  the  reading 
lesson. 


4  MANUAL   OF   READING 

9.  The  aim  of  each  oral  reading  lesson  should  be  thought  get- 
ting and  thought  expressing.      Progress  in  this  depends  on  the 
teacher.     If  she  is  content  with  word  getting,  she  will  have 
ample  reward  for  her  labor;  but  if  she  is  one  who  is  able  to  in- 
spire, to  touch  the  heart,  and  to  awaken  the  mind,  she  will  find 
her  task  simpler  because  of  the  ease  with  which  her  children 
will  respond  to  her  efforts.     With  such  a  teacher,  there  is  little 
danger  that  the  reading  will  degenerate  into  lifeless,  mechanical 
work,  in  which  words  are  pronounced  but  no  thought  is  obtained. 

10.  The  teacher  is  urged  to  follow  minutely  the  directions 
for  the  work  in  each  division  in  order  that  she  may  fully  com- 
prehend the  spirit  of  the  instructions.     She  should  remember 
that  no  method,  however  good,  can  take  the  place  of  earnestness, 
perseverance,  and  skill  on  her  part. 

11.  The  phonic  work  outlined  in  the  first  ten  divisions  has 
been  covered  easily  and  successfully  by  many  classes  in  one 
year,  but  there  can  be  no  objection  to  taking  more  than  this 
time  for  the  various  steps  if  the  teacher  wishes.     The  one  thing 
always  to  be  kept  in  mind  is  that  one  step  should  be  thoroughly 
taught  before  the  next  is  attempted. 

12.     STORY-TELLING  AND  DRAMATIZATION. 

The  thought  side  of  reading  is  effectively  presented  through 
story-telling,  reproduction,  and  dramatization.  This  should  be 
begun  as  the  child  enters  school  and  should  continue  through- 
out the  course.  The  best  tales  for  this  purpose  are  those  with 
simple  plot,  economy  of  incident,  and  plenty  of  action.  They 
should  be  ethically  sound,  and  lead  to  an  artistic  conclusion  — 
justice  should  not  be  perverted.  The  teacher  will  find  much 
material  for  her  use  in  the  literature  that  belongs  rightfully  to 
childhood  —  fairy  tales,  folklore,  fables,  jingles,  and  poems. 

The  teacher  should  spare  no  effort  to  perfect  herself  in  the 


SEAT   WORK  5 

art  of  story-telling.  She  should  choose  simple,  direct  words 
suited  to  the  comprehension  of  the  child.  She  must  be  enthu- 
siastic, enter  into  the  spirit  of  the  tale,  tell  it  vividly,  dramati- 
cally. Her  aim  is  to  gain  his  attention,  to  give  him  a  lively  and 
appreciative  acquaintance  with  good  stories,  to  fertilize  and 
stimulate  his  mind.  In  order  that  the  child  may  appreciate  the 
fact  that  this  pleasure  comes  from  books,  she  should  learn  to 
read  stories  effectively.  When  the  child  discovers  "  that  learn- 
ing to  read  is  learning  to  get  stories  out  of  books,"  this  vision  of 
the  goal  is  a  strong  incentive  to  effort  on  his  part;  he  will  learn 
to  read  not  only  in  the  mechanical  sense,  but  also  in  the  intellec- 
tual sense.  The  ideal  of  "two  minds  active  over  the  same 
matter,  one  striving  to  learn,  the  other  to  teach,"  will  be 
reached  in  the  reading  lesson. 

Dramatization,  when  not  carried  to  excess,  is  a  valuable  aid 
to  the  thought  side  of  reading.  The  first  tales  dramatized 
should  be  short  and  simple ;  they  should  be  thoroughly  familiar 
through  oral  presentation.  While  the  teacher,  in  telling  the  tale, 
need  not  follow  closely  the  language  of  the  book,  she  will  find 
certain  apt  or  forcible  expressions  used  by  the  author  of  service 
in  her  reproduction.  These  the  pupils  will  naturally  use  in 
their  version  arid  dramatization.  Thus  they  will  early  "incor- 
porate into  their  own  vocabulary  "  the  forms  of  good  literature. 

13.    SEAT  WORK. 

Seat  work  should  supplement  and  make  use  of  the  knowledge 
gained  in  the  recitation.  It  should  give  opportunities  to  com- 
pare, sort,  build,  and  group  phonograms,  words,  and  sentences. 
It  should  train  the  hand  to  execute,  and  teach  self-reliance.  It 
should  provide  much  opportunity  for  silent  reading. 

The  teacher  should  remember  that  it  is  difficult  for  young 
children  to  think  sounds.  The  buzz  that  arises  as  they  work 
at  their  seats  should  be  under  control,  but  it  should  not  be 


6  MANUAL   OF  READING 

entirely  suppressed.  It  is  one  sign  of  activity  and  interest. 
The  \  upils  should  know  definitely  the  requirements  of  a  seat- 
work  exercise.  They  should  be  taught  to  care  for  the  mate- 
rial used  and  to  form  habits  of  neatness  in  its  arrangement. 
The  teacher  should  so  plan  the  work  that  it  will  not  be  too 
easy  to  hold  the  interest ;  on  the  other  hand,  its  problems 
should  not  be  so  hard  that  children  become  discouraged  in 
trying  to  solve  them.  All  seat  work  should  be  supervised 
by  the  teacher. 

Free-hand  cutting,  pasting,  weaving,  and  drawing  are  valu- 
able forms  of  seat  work.  They  all  call  for  sense  training,  and 
require  thought  and  judgment  in  executing.  In  this  way 
they  help  to  solve  the  problems  of  learning  to  read,  and  they 
should  form  a  part  of  the  daily  seat-work  program. 

Some  children  remember  best  what  they  hear,  others  what 
they  see,  and  still  others  what  they  do.  An  exercise  helpful 
to  one  may  be  profitless  to  another.  Appeal  should  be  made 
through  all  these  avenues,  with  constant  recognition  of  the  active 
propensities. 


DRILLS 


DRILLS 

1.  Phonic  drill  is  given  from  letter  squares  and  Phonic  Charts 
to  secure  : 

(a)   Flexibility  of  the  vocal  organs. 

(i)  Sight  recognition  and  correct  pronunciation  of  phonograms. 
Daily  drill  from  letter  squares  and  Phonic  Charts  insures  con- 
stant review  of  the  entire  work. 

2.  Letter    squares  (see  page   8)  are   cards    containing    (a) 
vowels  ;   (6)  single  consonants  ;   (c)  blended  phonograms  of  two 
or  three  letters.     The  position  of  the  letter  on  the  card  indicates 
whether  it  is  to  be  used  as  an  initial  or  as  an  ending.     Words 
or  word  forms  (see  page  123)  are  made  when  the  initial  phono- 
grams are  prefixed  to  the  family  names  found  upon  the  Phonic 
Charts  or  written  on  the  blackboard. 

Expose  the  Charts.  —  Reserve  wall  or  door  space  where  the 
Phonic  Charts  Nos.  1,  2,  3,  and  the  six  Equivalent  Charts  may 
be  exposed  at  all  times  within  easy  view  and  touch  of  the  pupils. 
Do  not  hang  one  over  another.  The  pupils  will  form  the  habit 
of  referring  to  them  at  difficult  points  in  silent  reading  and  in 
spelling  or  word-building  exercises  at  the  desks. 

To  save  time  in  the  drills,  the  letter  squares  containing  known 
phonograms  should  be  kept  separate  from  the  others.  As  new 
phonograms  are  taught,  the  number  of  letter  squares  in  use  will 
be  increased.  Thus,  when  p  is  taught,  the  letter  squares  p,  pi, 
pr,  sy,  should  be  added  to  those  used  in  the  drill.  When  all  the 
letter  squares  are  in  use,  they  should  be  separated  into  groups  by 
means  of  rubber  bands,  in  order  that  the  teacher  may  know  just 
where  to  look  for  a  needed  square.  A  few  convenient  group- 
ings are  :  1,  the  endings  ;  2,  the  vowels  ;  3,  c,  g,  sc,  qu :  4,  w, 
wh,  th,  h  ;  5,  t,  r,  b,  d,  pi,  si,  tr. 


MANUAL  OF  READING 


LETTER-SQUARES,  PHONIC   CHARTS 
LETTER-SQUARES 


ENDINGS: 


ed 

er 

fl 


pr 


tw 


tlrw 


es 


CHARTS 
PHONIC  CHART.  NO.  I. 


ab 

• 

ad 

eb 
ed 

ib 
id 

ob 

od 

ub 
ud 

am 

em 

im 

om 

um 

ap 

ep 

ip 

op 

up 

an 

en 

in 

on 

un 

at 

et 

it 

ot 

ut 

ag 
and 

eg 
end 

ig 
ind 

og 
ond 

ug 
und 

ash 

esh 

ish 

osh 

ush 

ack 

eck 

ick 

ock 

uck 

ank 

esk 

ink 

onk 

unk 

amp 
ang 
atch 

emp 
elm 
etch 

imp 
ing 
itch 

omp 
ong 
otch 

nmp 
nng 
utch 

10  MANUAL  OF  READING 

PHONIC   CHART.     NO.  2. 


anch 

ench 

inch 

onch 

unch 

ass 

ess 

iss 

OSS 

uss 

ant 

ent 

int 

ont 

unt 

ast 

est 

ist 

ost 

ust 

aft 

eft 

ift 

oft 

uft 

ath 

eth 

ith 

oth 

uth 

aff 

eff 

iff 

off 

uff 

aid 

eld 

ild 

old 

uld 

all 

ell 

ill 

oil 

ull 

alt 

elt 

ilt 

olt 

ult 

ow 

out 

oud 

ound 

oup 

oy 

oil 

oin 

ook 

oom 

ay 

ail 

ey 

eigh 

igh 

aw 

alk 

east 

oar 

ew 

CHARTS 
PHONIC    CHART.     NO.  3. 


11 


ar 

er 

ir 

or 

ur 

bble 

tion 

ake 

adge 

by 

ddle 

sion 

eek 

edge 

cy 

ffle 

ous 

ike 

idge 

dy 

ggle 

tious 

oke 

odge 

gy 

pple 

cious 

like 

udge 

iy 

zzle 

cial 

ear 

ave 

my 

ttle 

tian 

ead 

eve 

ny 

could 

ften 

augh 

ive 

py 

would 

sten 

aught 

ove 

ry 

should 

stle 

ax    = 

acks 

sy 

though 

umb 

ex    = 

ecks 

ty 

thought 

eau 

ix     = 

icks 

zy 

through 

ph 

ox    = 

ocks 

y 

12 


MANUAL  OF  READING 
EQUIVALENT   CHARTS 


ai     ea 
eigh   ei 


y 


U1 

ew 


ee 

© 

ea 
ei 

le 

oa 

ow 

ou 

00 

aw 

au 

augh 

all 

alk 

DRILLS  13 

3.  Upon  the  Phonic  Charts  (see  pages  9, 10,  and  11)  are  repre- 
sented the  majority  of  short-vowel  family  names  in  the  language. 

4.  The  short-vowel  family  is  used  as  a  base.      From  this, 
other  families  containing  other  vowel  sounds  are  developed  by 
considering  the  influence  upon  it  of  certain  letters  added  or 
prefixed ;  for  example,  e  final,  added  to  all  short-vowel  families 
capable  of  taking  it,  converts  them  into  long-vowel  families, 
and  shows  the  power  of  final  e  upon  the  next  preceding  vowel 
separated  by  a  single  consonant ;  as,  at,  ate. 

5.  As  the  chart  drill  affords  no  permanent  combinations,  it 
should  be  supplemented  by  lists  of  words,  written  in  families, 
upon  the  blackboard.     The  lists  should  be  rearranged  frequently 
that  many  families  may  be  included.     Each  word    over   the 
sounding  of  which  there  is  the  slightest  hesitancy  should  be 
noted.     These  words  form  the  base  of  the  next  rearrangement, 
and  show  the  points  on  which  the  class  needs  further  chart  drill. 

6.  Select  from  a  reader  words  for  drill  from  at  least  fifteen 
or  twenty  advance  pages.     The  words  chosen  should  illustrate 
phonic  points  recently  made  or  combinations  hard  to  remember. 
These  should  be  arranged  in  families  upon  the  blackboard,  and 
sounded,  as  in  previous  phonic  drill.     A  word  may  be  placed  in 
several  families  according  to  the  emphasis  to  be  laid  upon  the 
combinations  it  contains ;  as,  summer  may  be  placed  with  the 
words  containing  a  short  vowel  before  a  double  consonant,  also 
with  words  containing  er  ;  spices  may  be  placed  with  long-vowel 
words,  with  those  illustrating  c  before  e,  and  with  those  in  which 
e  in  es  final  is  vocal.     Power  to  read  easily  supplementary  matter 
in  which  words  are  not  classified  phonetically  is  obtained  by  this 
exercise. 

7.  The   Blending   Drills  of   the   Readers  indicate  that  the 
phonic  drill  should  relate  intimately  to  the  reading  immediately 


14  MANUAL   OF    READING 

following.  They  supplement  the  chart  drill.  The  words 
should  be  sounded  from  the  book.  They  may  also  be  written 
upon  the  blackboard  and  the  list  extended  to  include  words  of 
similar  formation  found  in  supplementary  reading  or  in  the 
Word  List.  After  the  stories  for  any  one  month  or  division 
are  read,  supplementary  reading  should  be  used  until  new 
phonic  facts  are  taught. 

8.  Drills  from  the  Word  List.     See  Word  List,  page  123. 

9.  Drills  from  Equivalent  Charts.      See  Drill  for  Seventh 
Month  or  Division,  page  89. 

10.  WORD   DRILL   CARDS. 

Forty  Word-Drill  Cards  give  opportunity  for  effective,  rapid 
drill  in  print.  The  cards  are  in  two  series.  Each  card  presents 
thirty-two  words  for  drill.  The  first  series  (numbering  twenty- 
six  cards)  presents  for  drill  families  that  are  represented  in  Books 
One  and  Two.  The  second  series  (numbering  fourteen  cards) 
illustrates  phonic  rules,  and  provides  drills  by  which  the  young 
child's  confusion  of  sound  and  form  between  m  and  n,  b  and  d, 
etc.,  is  quickly  lessened.  The  print  of  these  cards  is  large 
enough  to  allow  their  use  in  class  drills,  but  the  cards  are  a 
convenient  size  for  pupils  to  use  in  seat-work  exercises. 

11.  GAME  DRILLS. 

Challenge  the  child's  love  of  play.  All  children  take  great 
delight  in  making  and  solving  game  problems.  Make  the 
game  drills  like  the  games  they  play  at  the  play  hour,  in  the 
spirit  in  which  they  are  carried  on.  Note  that  in  these  games 
there  is  little  deliberation,  little  waiting.  Action  is  every- 
thing. Each  child  is  interested  in  what  his  mates  are  doing, 
as  well  as  responsible  for  his  share  in  the  game.  The  nearer 
the  approach  to  this  ideal  in  the  game  drills  the  more  definite 


DRILLS  15 

will  be  the  results.  These  exercises  must  appeal  to  the  child  as 
plays,  not  as  tasks.  Nineteen  games  are  indicated  for  use  in 
the  first  month.  These  will  admit  of  many  variations.  No 
game  should  be  prolonged  until  the  children  are  weary. 

12.  THE   TEACHER'S   ATTITUDE  DURING   THE   DRILL. 

The  teacher  who  uses  the  method  correctly  will  find  that  she 
has  very  little  talking  to  do  during  the  progress  of  the  phonic 
drill.  Her  work  is  to  make  rapid  combinations  of  phonograms, 
to  listen  intently,  and  to  make  instant  correction  of  mistakes. 
She  should  look  into  each  child's  face  as  he  recites,  and  care- 
fully watch  the  lips  and  the  position  of  the  vocal  organs.  Her 
eye  will  often  detect  an  error  in  the  comprehension  of  sound 
before  her  ear  catches  it. 

In  order  to  make  this  watchfulness  possible,  the  class  should 
be  divided  into  groups  for  recitation.  As  a  child  develops 
power  to  blend  and  becomes  a  leader  in  the  drill,  he  should  be 
shifted  from  group  to  group  until  he  finds  himself  with  those 
who  are  making  equal  progress. 

13.  CONCERT  WORK. 

Concert  work  may  be  used  to  advantage.  It  holds  the  atten- 
tion of  the  class,  gives  the  timid  courage  to  speak  out,  and  is 
of  great  assistance  to  many  pupils  in  getting  the  blend.  Much 
good  work  may  be  accomplished  with  the  concert  exercise,  pro- 
vided the  teacher  is  alert  for  mistakes,  and  is  careful  to  remove 
"  leaders  "  from  the  group  as  soon  as  they  develop.  The  exer- 
cise should  be  brisk  and  clear-cut.  The  last  phonogram  in  a 
word  should  have  as  distinct  articulation  as  the  first. 

Concert  work  should  be  ranked  at  its  proper  value.  It  can- 
not take  the  place  of  individual  testing  and  drill.  Each  child 
must  depend  on  himself.  The  teacher  should  know  just  how 
much  each  child  knows. 


16  MANUAL   OF   READING 

EXPLANATION    OF   TERMS    USED 

The  points  to  be  taught  are : 

I.    Simple  phonograms. 
II.    Blended  phonograms. 
III.    Sight  words. 

"  A  phonogram  is  a  graphic  character  representing  a  sound  of 
the  human  voice."  Ex.  — m,  a,  ing,  eight. 

I.  A  simple  phonogram,  save  for  a  few  exceptions,  represents 
a  single  sound.     Ex.  —  t,  aw,  sh,  ph,  eigh. 

This  class  includes : 

(a)  All  single  consonants. 

(5)    Consonant  digraphs,  ch,  sh,  wh,  th,  gh,  ph,  ng,  ck. 

(0)   The  vowels,  a,  e,  i,  o,  u. 

(d)  The  diphthongs,  ow,  ou,  oy,  oi. 

(e)  Vowel  digraphs,  ai,  ay,  ey,  ea,  ei,  ee,  ie,  oa,  oo,  ou,  ow,  ui, 
ew,  au,  aw. 

(/)    Vowel  equivalents,  igh,  eigh,  augh,  ough. 

It  is  considered  that  no  letter  is  silent  in  consonant  di- 
graphs, diphthongs,  vowel  digraphs,  vowel  equivalents,  and 
doubled  consonants  in  the  same  syllable,  but  that  each  letter 
partakes  of  the  sound.  Ex.  —  t'dcJc,  town,  coat,  weigh,  tell. 

II.  A  blended  phonogram  represents  a  compound  sound.     It 
is  a  combination  of    simple  phonograms  uttered  as  nearly  as 
possible  with  one  impulse  of  the  voice,  and  is  used  as  a  unit  in 
the  sounding  of  words.      This  class  includes  three  subdivisions: 

1.  Consonant  combinations  used  either  as  initials  or  endings. 
Ex.  — Initials  :  st,  fr,  cl,  sc. 

Endings  :  ly,  ry,  cy,  ty. 

2.  Family  names  composed  of  a  vowel,  vowel   equivalent, 
vowel  digraph,  or  diphthong  with  its  following  consonant  com- 
binations.    Ex.  —  ack,  eight,  oak,  owl. 


EXPLANATION   OF   TERMS  17 

3.  The  union  or  blending  of  1  and  2,  giving  words  or  word 
forms. 

Ex. — stack,  freight,  cloak,  scowl. 

Word  forms  are  combinations  of  initials  and  family  names 
having  the  form  of  words  but  without  meaning.  They  are 
produced  in  the  phonic  drill  by  means  of  the  letter'  squares 
and  Phonic  Charts.  They  should  not  be  presented  to  the  child 
in  a  permanent  form.  The  object  of  the  drill  is  not  the  mem- 
orizing of  words,  but  the  power  to  blend  instantly  any  com- 
binations presented.  The  use  of  word  forms  allows  greater 
rapidity  than  is  possible  if  word  combinations  only  are  pro- 
duced in  the  drill.  They  also  illustrate  rules,  and  are,  in 
many  cases,  parts  of  words  or  syllables.  Ex.  —  cin  der,  suffer, 
mut  ton,  tran  som.  While  the  use  of  word  forms  is  not  abso- 
lutely essential  to  the  development  of  the  method,  it  is  urged 
as  an  aid  in  securing  the  best  results.  A  word  containing  a 
word  form,  as,  cinder,  will  be  recognized  much  more  quickly  by 
the  child  in  whose  phonic  drill  the  word  form  cin  has  been  in- 
cluded than  by  one  not  accustomed  to  seeing  the  phonogram. 

III.  Sight  words  are  words  taught  as  wholes,  as  in  the 
word  method.  If  possible,  they  are  resolved  into  phonograms 
when  the  time  for  teaching  the  combinations  comprising  them 
has  arrived.  They  include  : 

1.  Exceptions  to  phonic  rules. 
Ex.  —  you,  says,  have,  were. 

The  form  and  pronunciation  of  exceptions  should  be  fixed 
by  frequent  use  in  sentences.  When  possible,  they  are  included 
in  the  drill  from  the  Phonic  Charts. 

2.  Key    Words.  —  These,   on  analysis,  give  a  basis  for  the 
formation  of  other  similar  words. 

Ex.  —  my,  go,  see. 


18  MANUAL   OF   READING 


PHONIC   FACTS   FOR   FIRST  MONTH  OR  DIVISION 

I.    Simple  Phonograms.  — a,  f,  1,  m,  n,  6,  r,  s,  t,  w,  z,  ch,  shk 

II.  Blended  Phonograms.  — 

Initials — fl,  fr,  si,  sm,  sn,  st,  sw,  tr,  tw,  shr. 
Family  names  —  am,  an,  ann,  as,  ash,  at,  atch,  ant,  oil,  om, 
on,  oss,  ot,  off,  oft,  ost,  otch. 

III.  Addition  of  *  to  words  and  families. 

IV.  Sight  Words. — May,  I,  see,  like,  run,  find,  look,  baby, 
to,  play,  sister,  my,  name,  jump,  brother,  this,  is,  boy,  come. 

SUGGESTIVE  NAMES,  GESTURES,  AND  SOUNDS  OF 
PHONOGRAMS 

Teach  and  use  the  sound  only,  not  the  names  of  the  letters. 
Find  the  sound  of  a  given  phonogram  by  pronouncing  slowly 
words  in  which  it  appears ;  separate  the  sound  in  question 
from  the  other  sounds  of  the  word. 

a —  The  lamb's  cry  or  the   happy  baby's  laugh,  as  in  cat, 

man. 

f  —  The  cross  cat's  sound,  as  in  fat,  fell,  staff. 
1  —  The  first  sound  heard  in  lock,  lamb,  last ;  last  sound  in 

fall. 

A  twist  of  the  wrist,  as  when  turning  a  key  in  a  lock. 
m  —  The  cow's  bellow,  as  in  mat,  mock,  slam. 
n  —  Shaking  of  the  head,  as  in  negation,  as  in  nap,  net,  can. 
o  —  The  round  sound,  as  in  clock,  pond,  lock. 

Circle  made  by  bringing  tips  of   thumb  and  forefinger 

together. 

r  —  The  cross  dog's  growl,  as  in  rat,  rim,  ride, 
s — The  snake  sound,  as  in  sat,  tops,  pass. 
t  —  The  watch  sound,  as  in  tap,  mat,  sit. 


OF  THE  \\ 

UNIVERSITY 

OF 

FOR   FIRST   LESSONS  19 


w  —  The  lip  or  wind  sound,  as  in  wag,  wall,  wont. 
Lips  puckered  as  though  ready  to  form  sound. 
z  —  Bee  sound,  as  in  buzz,  zeal. 

Both  forefingers  extended  from  the  temples  to  indicate 

the  antennae  of  bees. 

ch  —  The  engine  sound,  as  in  chill,  chalk,  Charlie. 
sh  —  The  hushing  sound,  as  in  wash,  shell,  shad. 
Hand  raised  to  suggest  silence. 

SIMPLE  PHONOGRAMS 

The  association  between  many  simple  phonograms  and  their 
sounds  is  fixed  through  : 

I.    Stories  or  incidents. 
II.    Gestures. 
III.    Pictures. 

I.  Stories.  —  The  sounds  are  likened  to  those  heard  in  nature 
or  in  the  routine  of  daily  life.  An  apt  illustration  brightens 
the  drill,  helps  the  child  to  get  the  sound  correctly,  and  aids 
in  its  retention.  The  stories  should  be  short,  and  based  upon 
a  child's  interest,  the  sound  to  be  taught  being  introduced  as 
often  as  possible.  The  letter  square  containing  the  phonogram 
should  be  presented,  and  the  phonogram  recorded  upon  the 
blackboard  after  the  sound  has  been  given  and  discussed. 
Frequent  reference  should  be  made  to  the  written  character, 
that  the  association  between  the  phonogram  and  its  sound  may 
be  established.  The  suggestive  names  and  pictures  given  in 
the  outlines  for  the  different  months  indicate  the  thought  or 
incident  that  may  be  used  in  teaching  the  sound. 

II.  Gestures.  —  These  are  made  by  the  child  as  the  associ- 
ated sound  is  pronounced,  or  preferably  by  the  teacher  to  recall 
to  the  child's  mind  a  desired  sound.  Thus,  the  extended  warn- 
ing hand  recalls  sh  ;  puckered  lips  recall  w.  The  suggestive 


20  MANUAL   OF   READING 

names  serve  the  same  purpose  and  are  for  the  teacher's  use 
alone.  Both  names  and  gestures  are  discontinued  as  the 
necessity  for  their  use  -disappears,  i.e.  as  the  phonograms  are 
learned. 

III.  Picture  Charts. — The  Picture  Charts  are  valuable 
aids  to  the  teaching  of  simple  phonograms.  With  a  few  excep- 
tions, each  chart  contains  the  four  forms  of  the  letter.  The 
picture  is  the  associating  link  between  the  sound  and  its  phono- 
gram. Hang  the  Charts  one  by  one,  as  the  sounds  they 
illustrate  are  presented,  to  form  a  border  at  the  base  of  the 
blackboard,  or  in  some  place  in  easy  view  of  the  pupils,  where 
they  can  touch  them.  It  is  necessary  for  little  children  to 
touch  as  well  as  see  and  hear  the  things  they  are  to  know  about. 
The  Charts  in  this  position  are  in  constant  use  for  reviews. 
Hand  the  child,  who  does  not  recall  the  sound  of  a  given  phono- 
gram, the  letter  square  containing  it.  Tell  him  to  match  it  on 
the  Picture  Charts.  He  inspects  each  Chart,  placing  the  square 
he  holds  beside  the  letters  of  the  Chart  to  compare  the  shape. 
When  he  matches  his  letter,  the  picture  beside  it  recalls  the 
illustration  used,  and  the  sound  of  the  phonogram.  Thus, 
from  the  very  beginning  of  the  work  the  child  learns  to  be  self- 
helpful.  A  Picture  Chart  should  remain  on  view  until  all 
necessity  for  reference  to  it  has  passed. 

When  presenting  a  simple  phonogram,  pronounce  it  dis- 
tinctly, in  full  view  of  the  pupils,  that  they  may  have  oppor- 
tunity to  observe  and  to  get  the  sound  through  imitation.  Do 
not,  as  a  rule,  call  the  child's  attention  to  the  position  of  his 
vocal  organs,  but  note  closely  this  position  when  he  is  giving 
a  phonogram.  An  error  in  comprehension  of  sounds  is  quickly 
detected  by  this  means.  If  the  mouth  is  opened  when  m  is  to 
be  sounded,  the  child  is  probably  giving  n  instead  of  w,  etc. 

Make  use  of  the  incidents  or  happenings  of  the  day.     A  child 


PHONICS   FOR   FIRST   LESSONS 
PICTURE  CHARTS  FOR  FIRST  MONTH 


21 


a 


a  A 


tT 


zZ 


rR 


ch 


1L 


22  MANUAL  OF  READING 

may  fall  asleep ;  this  is  the  time  to  present  the  sound  of  sh. 
Some  one  may  tell  of  a  trip  from  home  ;  this  is  the  opportunity 
to  talk  about  the  sound  of  the  steam  engine,  ch.  The  teacher 
should  remember  that  recitations  about  the  sounds  of  letters  are 
of  little  practical  value  in  learning  to  read.  Form  and  sound 
must  be  associated.  She  must  make  the  association  between  the 
sound  and  its  phonogram  so  close  that  seeing  or  hearing  one  form 
will  recall  the  other  instantly.  Present  first  those  sounds  that  are 
familiar  and  that  seem  most  easily  illustrated.  Inspection  of 
the  thirteen  sounds  indicated  in  the  heading  for  this  month  will 
reveal  the  fact  that  nearly  all  of  them  are  known  to  the  child 
through  the  ear  as  sounds  of  nature  or  of  industry.  With  these 
sounds  the  teacher's  work  is  very  simple.  All  she  has  to  do  is 
to  make  them  known  to  the  eye  —  to  make  them  visible  by  pre- 
senting the  phonograms.  When  unfamiliar  sounds  are  presented, 
she  has  more  to  do,  for  the  sound  itself  must  be  taught.  To  hear, 
to  enunciate,  to  recognize  the  phonogram  is  the  natural  order  of 
instruction. 

SIGHT  WORDS 

The  nineteen  sight  words  of  the  month  are  in  the  spoken 
vocabulary  of  every  child  of  school  age.  He  is  now  to  recog- 
nize the  visible  form  of  these  words  and  to  associate  it  with 
the  familiar  sound  and  meaning.  The  action  words  of  the  list 
should  be  taught  first,  then  the  nouns.  Others  in  the  list 
should  be  presented  in  phrases. 

MOVABLE  CHART 

Print  the  sight  words  in  letters  of  at  least  one  inch  in  height, 
upon  strips  of  cardboard  four  inches  wide.  This  may  be  done 
by  using :  (1)  brass  stencil,  (2)  rubber  stamps,  (3)  brush  or 
rubber  pen. 


PHONICS  FOR  FIRST   LESSONS  23 

(1)  and  (2)  are  the  best  means  of  reproduction,  as  the 
letters  are  in  actual  print.  With  brush  or  rubber  pen  this  is 
not  often  possible.  The  script  word  should  be  written  plainly 
in  large  writing  upon  the  reverse  of  the  card.  The  words  I  see, 
my  name,  this  is,  Is  this,  should  be  grouped.  The  remaining 
words  of  the  list  should  be  printed  upon  separate  slips.  These 
slips  form  a  movable  chart  to  which  additions  are  made  as  the 
sight  words  of  the  second  month  are  taught.  The  words  may  be 
arranged  and  rearranged  with  rapidity  and  ease  to  form  many 
sentence  combinations.  The  blackboard  work  of  the  teacher  is 
greatly  lessened  by  this  means,  and  the  pupils  have  the  advan- 
tage of  comparing  and  reading  sentences  in  both  print  and  script. 


(1)    Place  the  group      I  see      upon  the  blackboard  ledge  to 


be  read.     Cover  see  with  the  slip  containing  look,  run,  jump,  in 
succession.     Pupils  read  as  the  cards  are  placed. 

I  look  I  run  I  jump 


(2)    Place  the  group      I  see      upon  the  ledge.     Cover  see 


with   the    slip    containing    like,    after    like    place    the    group 
my  name    .     Pupils   read      I  like  my  name    .      Cover   name 


with  sister,  brother,  to  play,  etc.     Pupils  read  as  the  cards  are 
placed. 

BLACKBOARD  SENTENCES 

The  sentences   should  include,  besides  the    nineteen    sight 
words  of  the  list :  — 

(1)  The  names  of  children  in  the  class.     These  give  a  per- 
sonal interest  to  the  sentences. 

(2)  The  phonic  words  formed  in  the  drill :  at,  am,  an,  as,, 
Ann,  on,  off. 

Added  interest  and  variety  will  be  given  to  the  reading  by 
the  use  of  simple  outline  blackboard  pictures  to  complete  the; 


24  MANUAL   OF   READING 

thought  of  a  given  sentence.  The  teacher  who  can  supplement 
her  teaching  power  with  simple  blackboard  pictures  doubles 
her  efficiency.  Ex. :  — 


likes  to  jump. 


Baby  likes  to  play 


I  see  baby  sister  on  my 


In  the  sentence  drills  the  teacher  should  never  lose  sight  of 
the  thought  side  of  reading.  The  rapid  changes  in  word  com- 
binations, possible  through  the  movable  chart,  arouse  the 
interest  and  attention  of  the  child,  but  the  reading  of  the 
sentences  should  never  degenerate  into  mechanical  drill  — 
the  calling  of  words  that  happen  to  be  grouped. 

Since  the  sight  words  used  in  these  sentences  are  in  the 
spoken  vocabulary  of  every  child,  they  are  already  associated 
with  ideas  —  they  are  not  empty  sounds  void  of  meaning. 
When  presenting  them,  the  teacher  makes  the  child  see  that 
they  are  visible  forms  of  spoken  words.  She  should  make  him 
see  that  the  written  sentence  is  the  visible  form  of  the  question 
or  statement  of  ordinary  speech.  To  do  this,  she  should 
question  as  to  the  truth  of  the  statement,  and  require  the  child 
to  ask  or  answer  the  question,  or  do  the  action.  She  must 


PHONICS   FOR   FIRST   LESSONS  25 

make  sure  that  he  thinks  the  thought  of  the  sentence  and  is 
able  to  express  it  as  he  reads. 

SEAT  WORK 

Hectograph  the  simple  and  blended  phonograms,  phonic 
words,  and  sight  words  of  the  month  upon  manilla  card  in  large 
plain  writing.  Make  many  duplicates  in  order  that  each  child 
may  have  several  copies  of  each  word  or  phonogram.  Space 
the  writing  so  that  when  cut  into  small  cards  each  containing 
one  word  or  phonogram,  no  card  will  be  shorter  than  one  inch 
upon  any  side.  Give  each  child  a  box  or  large  manilla  envelope 
containing  a  set  of  these  cards. 

(1)  Write  known  phonograms  in  a  row  upon  the  blackboard. 
The  pupils  are  to  find  the  phonograms  and  arrange  the  cards  in 
the  same  order  upon  the  desk. 

(2)  The  pupils  are   to    sort   the   cards  into  piles,   placing 
duplicate  phonograms  or  words  together. 

(3)  Write  blended  phonograms  upon  the  board.     The  pupils 
are  to  find  these  among  their  cards,  arrange  them  in  order  upon 
the  desk,  and  build  duplicates  with  single  phonogram  cards. 

(4)  Write  sentences  composed  of  sight  words.     The  pupils 
are  to  build  these  sentences  with  sight  word  cards. 

They  should  be  allowed  to  whisper  the  sounds  to  themselves 
when  working  with  the  letter  squares. 

SPELLING 
Exercise  1.     Written  spelling,  page  106. 

READING 

Sentences  from  Movable  Chart  and  from  the  blackboard. 
With  some  classes,  Reading  for  First  Month,  pages  1-15,  Book 
One,  may  be  begun. 


26  MANUAL   OF   READING 

OUTLINE   OF   WORK   DAY   BY    DAY 

First  Day 

Phonograms :   a,  sh,  m,  t,  ch 
SUGGESTIONS  FOR  PRESENTING  PHONOGRAMS 

a.  —  Who  has  a  little  baby  at  home  ?  How  old  is  she  ?  Do 
you  love  her*?  Can  she  talk  ?  What  does  she  say  ?  I  once 
knew  a  baby  who  said  something  like  a,  a,  when  she  was  happy. 
Does  your  baby  ever  say  that?  This  (writing  a  upon  the 
board)  makes  us  think  of  what  the  happy  baby  says.  See,  it 
is  on  this  card  (shows  letter  square).  You  may  all  say  a. 
What  is  this  on  the  board,  Mary  ?  What  is  on  the  card,  John  ? 
(Teacher  writes  a  in  several  places  on  the  blackboard.)  Alice 
may  find  a.  Willie  may  find  it.  What  did  Willie  find,  Edith? 
(Concert  recitation  should  always  be  followed  by  individual 
recitations.  The  teacher  should  see  that  each  child  gives  the 
sound  correctly.) 

sh.  —  Does  baby  stay  awake  all  day  ?  Are  you  noisy  while 
baby  sleeps  ?  Why  do  you  try  to  be  still  ?  If  baby  is  sleeping 
when  you  get  home  from  school,  how  could  mamma  tell  you  to 
be  quiet  without  speaking  aloud  ?  She  could  hold  up  her  hand 
so  (raising  hand  to  suggest  silence),  and  say  sh,  sh.  I  will 
write  sh  on  the  board.  You  may  all  look  at  it  and  hold  up  your 
hand,  saying  sh,  as  mamma  does.  (Present  Picture  Chart.) 
What  (pointing  to  a)  does  the  happy  baby  say  ?  What  (point- 
ing to  sh)  does  mamma  say  when  baby  sleeps  ? 

m.  —  I  am  thinking  of  an  animal.  I  will  tell  you  about  it. 
It  is  large.  It  has  two  horns.  It  has  a  long  thin  tail  with  a 
tassel  at  the  end.  It  chews  the  cud.  It  says  m,  m  (teacher 
prolongs  the  sound).  What  is  it?  That  is  right ;  it  is  a  cow. 
(Presents  Picture  Chart.)  Tell  me  what  the  cow  says;  all  to- 


PHONICS   FOR   FIRST   LESSONS  27 

gether  tell  me ;  John  tell ;  Elsie  tell.  This  (writing  ra)  is  a 
picture  of  what  the  cow  says. 

t.  —  One  night  a  little  girl  sat  upon  papa's  knee.  He  took 
out  his  watch  and  held  it  close  to  her  ear.  "  The  watch  talks 
to  me,  papa,"  said  the  little  girl.  "  It  says  £,  £,  £."  How  many 
children  in  this  class  have  heard  a  watch  talk  ?  You  may 
listen  to  my  watch.  What  did  it  say  to  you,  Mary  ?  What  to 
you,  John  ?  You  may  all  tell  me  what  the  watch  says.  This 
(writing  t  on  the  blackboard)  will  make  us  think  of  the  sound 
the  watch  makes.  It  looks  somewhat  like  the  hand  of  the 
watch.  Of  what  sound  does  it  make  us  think  ?  (Present 
Picture  Chart.) 

ch.  —  Ask  different  pupils  about  the  way  they  spent  the 
summer.  Let  those  who  went  from  home  tell  where  they 
went  and  how  they  went.  Those  who  rode  on  the  steam  cars 
waited  at  the  station  until  the  train  came  in.  Teacher  tells  how 
she  knows  that  the  train  is  near.  She  hears  the  sound  <?A,  ch. 
(Present  Picture  Chart.) 

REVIEW 

What  sound  is  this  (writing  a)  ?  What  is  this  (f)  ?  and  this 
(sA)  ?  Tell  me  this  sound  (m).  Point  to  ch  (use  the  sound, 
not  the  name  of  the  letter).  Point  to  a,  to  m,  to  sh.  (Present 
the  letter  squares,  a,  sh,  t,  m,  ch.)  Find  ch.  Find  sh.  Place 
a's  card  against  the  blackboard.  What  sound  is  on  this  card  ? 
You  may  play  that  the  baby  is  asleep.  Hold  up  your  hands, 
saying  "  sh,"  as  you  go  to  your  seats. 

Second  Day 
Review :  5,,  t,  ch,  sh,  m 

HOW    TO    RECALL    THE    SOUND    OF    A    PHONOGRAM 

If  a  child  does  not  remember  the  sound  of  a  phonogram 
after  it  has  been  taught,  do  not  tell  him  what  it  is,  and  do  not 


28  MANUAL   OF   READING 

repeat  the  story  told  when  it  was  presented.  This  may 
seem  an  easy  way  to  do,  but  it  is  not  a  helpful  way.  There  are 
three  legitimate  ways  by  which  the  sound  may  be  recalled  :  1,  by 
telling  the  suggestive  name  ;  2,  by  directing  attention  to  the 
Picture  Chart  ;  3,  by  giving  the  appropriate  gesture.  By  using 
these  ways  the  teacher  makes  the  child  think  —  makes  him  do 
his  part  of  the  work.  If  she  tells  the  sound  when  he  cannot 
recall  it,  she  does  the  work  ;  he  is  a  passive  agent  and  soon  be- 
comes inattentive  and  careless.  Use  of  one  or  all  of  these 
methods  seldom  fails  to  bring  the  sound  to  mind,  but  if  they  do 
fail,  put  the  child  in  charge  of  one  (not  the  bright  child  of  the 
class)  who  knows  the  sound.  Let  him  take  the  forgetful  one 
to  the  Picture  Chart,  repeat  the  story,  or,  in  any  way  he  can, 
impress  the  fact  to  be  learned.  Children  delight  in  being 
mutually  helpful.  "  Sometimes  a  child  can  help  a  child  better 
even  than  the  teacher  can." 

GAME  DRILLS  FOR  OBTAINING  SIGHT  RECOGNITION 
OF  SIMPLE  PHONOGRAMS 

Obtain  individual  recitations;  the  goal  is  individual  power. 
Cultivate  rapidity  in  mental  action. 

(1)  Place  letter  squares  containing  known  phonograms  in  a 
row  upon  the  blackboard  ledge.     The  teacher  says,  "  John  may 
find  t  and  hand  it  to  me.     Mary  may  give  me  sA,"  etc.     Each 
child  takes  part  in  the  exercise.     The  class  helps  by  repeating 
the  sound  until  the  square  is  found.     Then  all  clap  hands. 

(2)  Require  the  sounds  of  phonograms  to  be  given  as  the 
letter  squares  are  presented  in  rapid  succession.     If  a   child 
hesitates,  let  the  next  tell. 

SCRIPT  AND  PRINT 

Both  script  and  print  may  be  used  in  the  drills  without  con- 
fusion to  the  child.     All  blackboard  work  should  be  in  script  ; 


PHONICS   FOR  FIRST   LESSONS  29 

the  cards  and  charts  afford  extensive  drill  in  print.  The  print 
and  script  forms  of  the  letters  are  grouped  upon  the  Picture 
Charts.  Attention  should  be  called  to  these  when  the  Charts 
are  presented,  though  at  first  emphasis  should  be  laid  upon  the 
small  letters.  The  script  side  of  the  letter  square  should  be 
presented  first.  After  the  pupils  can  recognize  readily  the 
script  form  of  several  phonograms,  a  guessing  game  or  a  game 
of  sharp  eyes  may  be  played  :  Turn  the  print  side  of  letter 
square  m  to  view.  "  What  sound  does  this  make  you  think 
of  ?"  or,  "  Who  can  tell  what  is  on  the  other  side  of  this  card  ?  " 
Some  child  will  be  quick  to  see  the  resemblance  in  form  to 
script  m.  Present  the  print  side  of  other  known  letter  squares. 
The  letter  a  is  the  only  one  in  which  the  two  forms  differ  widely. 
To  help  in  obtaining  recognition  of  the  print  letter,  cover  the 
upper  part  with  a  blank  card,  thus,  ^.  The  familiar  script  a  is 
discovered  in  the  lower  part. 

Sight  Words :  run,  jump. 

SUGGESTIONS  FOR  PRESENTING  SIGHT  WORDS 

The  teacher  writes  run  upon  the  board,  saying :  "  This  is  a 
word.  It  tells  me  to  do  something.  It  tells  me  to  do  this." 
(Teacher  runs.)  "All  who  know  what  the  word  said  raise 
hands.  Mary  may  whisper  in  my  ear  what  she  thinks  it  said." 
The  word  is  written  several  times ;  each  time  the  action  is 
performed  by  the  teacher  and  by  those  children  who  catch 
the  thought,  until  every  child  knows  what  the  word  says. 
(Teacher  calls  or  dismisses  the  class  by  pointing  to  the  word 
run.) 

Jump  is  written  upon  the  board.  The  teacher  says  :  "A  little 
insect  with  long  legs  does  this  in  the  grass.  Frogs  do  it ;  boys 
and  girls  can  do  it.  I  can  do  it.  See!"  (Teacher  jumps.) 
"  What  does  the  word  say  ?  You  may  all  do  this  "  (writing 
run).  "  You  may  all  do  this  "  (writi 


30  MANUAL   OF   READING 

Third  Day 
Phonograms :   f,  r 

f,  r.  —  Speak  of  cats  and  dogs  that  are  good  friends.  Let 
pupils  tell  of  their  own  pets.  What  does  the  cat  say  when  she 
fears  a  strange  dog  ?  She  says  f,  f.  How  does  the  dog  growl 
when  he  is  angry  ?  He  growls  r,  r.  (Present  Picture  Charts.) 

GAME  DRILLS 

As  phonograms  and  words  are  taught,  include  the  letter 
squares  and  word  slips  among  the  cards  used  in  game  drills. 

Review  previous  games. 

(3)  Stand  cards  in  a  row  on  the  blackboard  ledge.  All  the 
pupils  close  their  eyes.  While  the  eyes  are  shut,  the  teacher  or 
child  touches  a  card.  Pupils  open  eyes  and  try  to  find  the 


card  touched.     For  example,      m    was  touched.     First  pupil 


asks,  "Is  it  f?"  touching  f      .     Teacher  answers,  "  No."    Each 


child  in  turn  tries  to  find  it.     If  no  one  succeeds,  the  teacher 
tells. 

(4)  Pass  three  or  four  letter  squares  to  as  many  children. 
They  are  to  match  the  phonograms  upon  the  Picture  Charts 
and  give  the  sound.  Each  child  then  stands  beside  the  board 
on  which  known  phonograms  are  written  and  holds  his  card  in 
plain  sight.  The  other  pupils  look  along  the  line  of  cards  to 
find,  match,  and  sound  the  written  phonograms. 

Sight  Words:  I,  see,  the  name  of  a  child  in  the  class. 

Present  script  form  upon  the  blackboard. 
Read  sentences  formed  with  word  slips :  — 

I  see .  Run, .     {Use  child's  name.) 

I  run.  Jump,  -   — . 

I  jump.  I  see jump. 


PHONICS   FOR   FIRST   LESSONS  31 

Fourth  Day 
GAME  DRILLS 

Review  all  games. 

(5)  Distribute  letter  squares  and  word  slips  to  those  who 
tell   correctly    the    sounds    represented  upon  them.     See  who 
holds  the  greatest  number  of  cards  at  the  end  of  the  exercise. 
(Provide  duplicate  cards.) 

(6)  Each  child,  holding  the  squares  he  had  at  the  close  of 
the  last  exercise,  goes  to  the  place  at  the  blackboard  assigned 
him  by  the  teacher.      He  places  each  square  right  side  up  on  the 
ledge.     He  plays  that  they  are  cows,  sheep,  or  birds,  accord- 
ing to  the  name  given  to  the  game.     The  pupils  listen  atten- 
tively as  the  teacher  calls  the  flocks  home.      She  says,  u  I  wish 
sA,"  enunciating  very  clearly  and  distinctly,  so  that  there  may 
be  no  question  about  the  sound  asked  for.     Each  child  inspects 
his  squares  to  find  the  one  marked  sh.      Those  who  find  it  run 
quickly  to  the  teacher,  giving  the  sound  as  they  hand  her  the 
square.     The  teacher  continues  to  call  until  all   the  flock  is 
at  home. 

Sight  Word:  find. 

Form  with  word  slips,  I  find. 
Review  previous  sentences. 
Read  from  the  blackboard :  — 


I  see  a     ^ — ^  I  find  a 


I  see  a      «d|i  I  find  a 


32  MANUAL   OF  READING 

Fifth  Day 
Phonogram :  z 

2.  —  I  am  thinking  of  a  busy  little  insect.  It  flies  among  the 
flowers.  It  has  two  little  feelers  on  its  head.  (Teacher  makes 
the  gesture.)  It  makes  honey.  It  sings  a  little  song.  Tell 
me  what  the  insect  is.  Yes,  it  is  a  bee.  This  is  the  song  of 
the  bee,  z,  z,  z.  Let  us  play  that  we  are  bees.  (All  make  the 
gesture  and  give  the  sound.)  Teacher  writes  2,  presents 
Picture  Chart,  shows  the  letter  square,  calls  for  individual  reci- 
tations. 

GAME  DRILLS 

Include  all  phonograms  and  words  in  the  drills. 

Review  previous  games. 

(7)  This  drill  may  be  used  at  the  close  of  the  recitation  or 
just  before  recesses.  In  it  the  children  form  in  line  for  passing. 
Those  who  can  name  a  phonogram  or  word  at  sight  as  the 
teacher  presents  the  letter  squares  rapidly,  one  after  the  other, 
pass  first.  Those  who  hesitate,  take  the  card  from  the  teacher 
and  remain  in  line  for  a  second  or  third  chance.  The  teacher 
assists  them  to  recall  the  sounds  of  phonograms  by  making 
use  of  the  suggestive  names. 

Sight  Word:  like. 

Form  with  word  slips,  1  like. 

Review  previous  sentences.     Read  from  the  blackboard. 


Hike 


PHONICS   FOR   FIRST   LESSONS  33 

SECOND  WEEK 

Sixth  Day 
Phonogram  :   w 

w.  —  Speak  of  Indian  mother  and  her  pappoose.  The  pap- 
poose's  cradle  hangs  in  a  tree.  Baby  is  rocked  to  sleep  by 
the  soft  winds ;  hears  them  make  the  sound  w,  w.  (Present 
Picture  Chart.)  Pappoose  hears  the  bees  as  they  fly  by.  They 
make  the  sound  2,  z. 

EAR  TRAINING 

Pronounce  distinctly  a  word  beginning  with  a  sound  already 
taught.  The  pupils  are  to  tell  the  initial  sound  and  to  give 
other  words  beginning  with  the  same  sound. 

BLENDING 

Consonants  are  blended,  used  as  initials. 

Ex.  — tr,  fr,  tw. 

A  vowel  sound  is  blended  with  following  consonants  to  form 
family  names. 

Ex.  —  at,  ash,  atch,  am,  an0. 

All  blended  phonograms  are  uttered  as  nearly  as  possible 
with  one  impulse  of  the  vocal  organs. 

Pronounce :  tr  not  t-r,  ash  not  a-sh. 

The  teacher  may  readily  assure  herself  regarding  the  pro- 
nunciation of  blended  phonograms  by  pronouncing  slowly  mono- 
syllables in  which  they  occur.  The  value  of  the  phonogram  will 
be  made  evident  by  making  a  slight  pause  between  the  initial 
letters  and  the  family  name  ;  as,  d  is  heard  in  eZ-ock,  c?Z-am, 
<?Z-ay,  cZ-ick ;  bl  is  heard  in  5Z-ack,  &£-end,  bl-ow,  bl-esLch.  The 
phonogram  is  to  be  sounded  as  it  is  heard  in  such  words. 

Illustrate  the  blending  of  sounds  by  representing  them  as 


34 


MANUAL   OF   READING 


walking  and  talking   together.       Sketch   in   simple   outline   a 
sketch  upon  the  blackboard  :  — 


Pretend  with  the  pupils  that  a  lives  in  the  house  on  the  left, 
that  t  lives  in  the  house  on  the  right.  When  a  reached  the 
corner  on  its  way  to  school,  it  waited  there  for  t  to  come. 
When  they  met  they  began  to  talk  as  children  do  when  they 
meet  a  playmate.  Listen  to  what  they  say  as  they  walk  along 
together,  at,  at,  at.  At  is  the  first  blended  phonogram.  After 
these  sounds  are  blended,  do  not  drill  upon  a  and  t  separately. 
Drill  upon  the  combination  at. 

Erase  t  from  the  sketch.  Play  that  t  has  moved  away  and 
that  m  lives  in  his  house.  A  and  m  walk  down  the  paths, 
meet,  and  talk,  saying  am.  Erase  m,  substitute  sh,  form  ash. 
Erase  a,  write  o  in  its  place,  form  ot,  om,  on,  etc.  In  a  similar 
way,  form  tr,  si,  tw,  sm,  etc. 

Also  illustrate  the  blend  by  holding  letter  squares  in  the 
following  positions,  the  sound  being  given  as  the  square  is 
presented : 

a) 


(2) 
(3) 


Repeat  rapidly  several  times,  bringing  the  cards  nearer  together 
at  each  sounding  until  the  sounds  blend  easily  as  the  cards  are 


PHONICS   FOR   FIRST   LESSONS  35 

overlapped.     Present  the  overlapped  cards  (Fig.  3)  for  sight 
recognition. 

Seventh  Day 
Phonogram  :  6 

6.  —  Teacher  presents  a  ring.  Show  me  something  as  round 
as  this  ring.  Open  your  mouths;  make  the  opening  round  as 
a  ring.  Say  0,  0,  while  your  mouths  are  open.  0  is  the  round 
sound.  The  letter  is  round.  Your  mouths  have  a  round 
opening  as  you  say  0,  0.  (Present  Picture  Chart.) 

Blend  0  at  once  with  known  phonograms  to  form  ot,  om,  osh, 
off,  02,  otch. 

Drop  drill  upon  all  simple  phonograms  when  they  can  be  rec- 
ognized at  sight,  in  favor  of  drill  upon  blended  phonograms  in 
which  they  appear.  Extensive  drill  upon  single  sounds  leads  to 
explosive  or  faulty  enunciation ;  b  becomes  CM,  d  becomes  du,  I 
becomes  ul,  h  becomes  ha.  The  effort  to  make  the  sound  dis- 
tinctly and  the  interest  of  the  exercise  tend  to  produce  this 
deterioration  of  sound.  The  direct  result  of  such  drill  upon 
single  letters  is  that  blending  or  combining  sounds  becomes 
much  more  difficult  than  it  need  be  to  many  children,  particu- 
larly so  to  those  who  are  not  ear-minded. 

To  RECALL  BLENDED  PHONOGRAMS 

If  the  sound  of  a  blended  phonogram  cannot  be  recalled, 
cover  the  last  letter  while  the  child  sounds  the  first  ;  then 
cover  the  first  letter  as  he  sounds  the  last.  Remove  the  cover 
and  let  him  pronounce  the  phonogram.  Some  children  obtain 
clear  perception  of  the  blend  readily ;  others  require  con- 
siderable drill  before  it  dawns  upon  them.  It  is  often 
advisable  to  assist  a  child  who  is  not  ear-minded,  in  pronounc- 
ing the  first  blended  phonograms. 

Do   not  defeat   the   object  of  the  drill  by  attempting   the 


36  MANUAL   OF   READING 

wearisome  task  of  teaching  blended  phonograms  as  wholes,  to 
be  remembered  as  units.  Simple  phonograms  must  be  learned 
in  this  way,  but  sight  recognition  of  blended  phonograms  comes 
slowly  and  surely  through  frequent  games  and  drills,  and  the 
constant  application  and  growth  of  the  power  to  blend  one 
sound  with  another.  Sight  recognition  is  the  goal ;  while 
striving  to  reach  it,  however,  the  child  should  retain  the  power 
to  give  any  part  of  any  phonogram  if  required.  He  should  be 
able  to  analyze  as  well  as  build  the  phonogram. 

THREE  SETS  OF  CAKDS  TO  BE  USED  IN  GAME  DRILLS 

Print  all  family  names  as  they  are  blended  upon  slips  of 
cardboard  by  means  of  brass  stencils  or  rubber  stamps,  or 
obtain  these  family  names  in  this  form  by  cutting  a  set  of 
large  Phonic  Charts  into  strips. 

Three  sets  of  cards  are  now  available  for  use  in  game  drills  :  — 

(1)  Letter  squares. 

(2)  Sight  word  slips. 

(3)  Family  name  slips. 

As  phonograms  are  blended,  include  the  squares  or  family 
name  slips  with  the  cards  used,  in  order  to  keep  all  facts 
taught  in  constant  review. 

GAME  DRILL 

(8)  The  teacher  presents  letter  squares  and  word  slips  in 
rapid  succession.  Each  child  buys  a  ticket  for  his  seat  — 
sounds  the  phonogram  presented  to  him. 

Sight  Words :  brother,  a  child's  name. 

Read  the  following  sentences  from  word  slips  :  — 

I  see  brother .  See  brother  run. 

I  like  brother .  See  brother  jump. 

Find  brother .  See jump. 


PHONICS   FOR   FIRST   LESSONS  37 

Eighth  Day 
Phonogram  :  s 

s.  —  A  cat  was  playing  with  something  in  the  field.  This 
had  no  feet,  no  legs,  no  hands,  no  arms.  It  climbed  a  little 
bush,  and  ran  so  quickly  here  and  there  that  kitty  could  not 
catch  it.  What  do  you  suppose  it  was  ?  It  makes  the  sound, 
s,  s,  when  it  is  frightened  or  angry.  This  is  a  picture  of 
it.  Show  Picture  Chart  of  snake. 

Blend:  oss,  ost,  sw,  st,  sn. 

ADDITION  OF  s  TO  FAMILIES  AND  WORDS 

Blend  final  s  with  family  names  upon  the  blackboard  and 
place  the  letter  square  [cut]  after  known  sight  words  for 
blending.  Final  «  after  jt?,  £,  &,  or  /  is  sharp  like  initial  * 
or  ss.  It  is  difficult  to  give  8  this  sharp  sound  after  other 
letters.  In  speech,  s  in  this  position  usually  takes  the  sound 
of  z.  Test  this  statement  by  pronouncing  these  phonograms  :  — 

8  sharp  s  like  z 

jumps       ats  runs        ams 

likes         affs  finds       as 

packs       whiffs  sees        brothers 

The  teacher  should  know  why  and  when  the  z  sound  of  s  is 
used,  but  it  is  not  advisable  to  present  this  as  a  teaching  lesson 
to  little  children.  Assist  them  in  their  first  efforts  to  blend 
final  s  with  words  or  families  that  require  the  z  sound.  Let 
them  get  it  by  imitation.  Afterward  they  will  slur  the  sound 
of  s  when  necessary  and  do  it,  as  we  do,  unconsciously. 

Sight  Words :  to  play. 

Read  sentences  formed  with  word  slips,  or  in  script  from  the 
blackboard.  Present  phrases  for  separate  drill. 


38  MANUAL   OF   READING 

Brother  plays.  to  run  to  find 

Brother  jumps.  to  jump  to  play 

Brother  runs.  to  see  to  see  brother 

I  like  to  play, to  run, to  jump,  -    -  to  see  brother. 

Brother  likes  to  play, to  jump, to  find . 

I  like  to  see play, jump, run. 

GAME  DRILLS 

(9)  Present  a  card  to  each  child  in  turn  round  the  class. 
He  is  to  sound  the  phonogram  or  say  the  word.     Each  child 
takes  the  card  he  has  sounded  correctly.     Work  rapidly.     If 
a  child  hesitates,  pass  to  the  next.     Give  the  hesitating  ones 
other  chances  to  tell,  but  do  not  let  the  exercise  drag  by  wait- 
ing for  them  to  say  what  they  do  not  know.     When  all  the 
cards  have  been  passed  out,  the  teacher  announces  that  she  is 
ready  to  take  pictures. 

Child.  —  Will  you  please  take  my  child's  picture  ? 

Teacher.  —  What  is  your  child's  name  ? 

The  child  holds  the  letter  square  up  to  view,  and  gives  the 
sound.  The  teacher  writes  the  phonogram. 

The  game  should  be  changed  with  each  turn  around  the 
class.  The  changes  must  be  made  rapidly,  or  attention  \\  ill 
lag  and  desired  results  will  be  lost.  Do  not  waste  time  with 
elaborate  game  devices.  These  should  be  time  savers,  not  time 
wasters.  The  teacher  should  say  simply,  "Let  us  play  some- 
thing else,"  then  name  the  next  game,  or  accept  the  game  sug- 
gested1 by  the  class.  It  will  be  seen  that  the  new  game  is  in 
many  cases  the  old  game  under  a  new  title. 

The  blackboard  may  be  : 

(10)  A  post  office.  —  Each  child   says,   "Please   post   this 
letter." 

(11)  A  table  to  be  set.  — Each  child  has  a  dish  for  the  table. 


PHONICS   FOR   FIRST   LESSONS  39 

(12)  A   Christmas  tree.  —  Each  child  hangs  a  present  on 
the  tree. 

(13)  A  bank.  —  Each  child  puts  money  in  the  bank. 

(14)  An  automobile.  —  As  fathers  and  mothers,  the  pupils 
send  their  children  for  a  ride.     Etc.,  etc. 

The  games  are  played  until  the  blackboard  is  full  or  all  the 
squares  and  slips  have  been  returned  to  the  teacher. 

Another  series  of  games  in  which  the  phonograms  are  erased 
from  the  blackboard,  one  by  one,  as  they  are  correctly  sounded 
by  the  pupils,  provides  opportunity  for  interesting  and  valuable 
oral  language  exercises.  These  should  be  used  as  rest  exercises 
between  the  games.  As  in  the  games  upon  the  playground, 
the  inattentive,  careless  child  who  cannot  do  his  part  loses  the 
privilege  of  the  game.  This  is  more  of  an  incentive  to  atten- 
tion and  effort  than  any  amount  of  urging  on  the  part  of  the 
teacher.  The  games  proceed  :  — 

(15)  The  blackboard  filled  with  phonograms  and  words  is 
the  post  office. 

Each  child  in  turn  says,  "I  see  a  letter  for  me." 

Teacher  says,  "Touch  it,  and  tell  what  it  is." 

Child  chooses  a  phonogram  and  gives  the  sound  as  he  touches 
it  with  the  pointer. 

Teacher  erases,  —  gives  it  to  the  child.  Those  who  cannot 
choose  and  sound  quickly  and  correctly  do  not  receive  a  letter, 
and  are  not  allowed  to  join  in  the  language  exercise  that 
follows.  In  this,  each  child  in  turn  faces  the  class,  places  his 
hands  as  holding  a  letter,  and  plays  that  he  is  reading  it  aloud 
as  he  volunteers  a  simple  statement.  This  is  the  beginning  of 
original  language  work.  It  calls  into  play  the  constructive 
imagination.  At  first  the  only  requirement  is  that  the  state- 
ment should  be  interesting. 

(16)  Blackboard  is  the  bank.  — Pupils  draw  money. 

Language  exercise  :   Tell  what  is  to  be  done  with  it. 


40  MANUAL   OF   READING 

(17)  Blackboard  is  a  Christmas  tree.  —  Pupils  choose  gifts. 

Language  exercise  :  Unwrap  and  tell  what  the  gift  is. 

(18)  Blackboard  is  fruit  stand.  — Pupils  buy  fruit. 

Language  exercise :  Tell  what  it  tastes  like. 

Ninth  Day 
Phonogram :   n 

n.  —  A  little  baby  could  not  talk,  but  he  could  understand 
what  was  said  to  him.  When  mamma  put  him  in  his  carriage, 
he  nodded  his  head  and  laughed  for  joy.  When  she  wished 
to  take  him  out  of  the  carriage,  he  shook  his  head  and  said  "  n  ! 

n!" 

Blend :  an,  ann,  ant,  on,  sn. 

GAME  DRILLS  AND  LANGUAGE  EXERCISE 

(10)  Post  Office.  (11)  Setting  Table. 

(12)  Christmas  Tree.          (16)  Drawing  Money. 

Sight  Words :  my  name,  child's  name. 
Read  sentences  from  the  blackboard  : 

my  name.  I  see  my  name. 

my  brother.  I  like  my  name. 

See  my  name.  I  see  my  brother's  name. 

See  my  brother.  I  like  my  brother's  name. 

ACTION  SENTENCES 

Run  to  brother.  Find  my  name. 

Run  to .  Find  my  brother's  name. 

Run  to  -   — .  Find  my  brother. 

The  child  who  reads  the  sentence  chooses  another  child  to  do 
the  action. 


PHONICS   FOR  FIRST   LESSONS 


41 


Tenth  Day 
Phonogram  :   1 

1.  —  What  is  this  (showing  a  key)  ?  How  is  it  used?  Say 
the  word  "lock"  slowly  —  "1  ock."  Now  say  the  first  part  of 
the  word  alone,  "1."  This  (showing  phonogram)  is  a  picture 
of  the  sound  I.  Play  it  is  a  key.  Make  the  gesture  as  though 
turning  a  key  in  the  lock  as  you  say,  "1,  1."  (Present  Picture 
Chart.) 

Blend:  oil,  si,  fl. 


GAME  DRILLS  AND  LANGUAGE  EXERCISE 

(13)  Bank. 

(11)   Setting  Table. 

Sight  Words  :  this  is. 

Read  sentences  from  word  slips  and  from  the  blackboard  : 


(10)  Post  Office. 
(17)   Christmas  Tree. 


my  name. 
This  is  my  name. 
This  is  - 
This  is  brother  - 
—  runs. 


is  my  brother. 


A* 

is  a       /_ 

J~l 


This  is  my 


This  is  my 


My  name  is  - 
I  see  my  name. 


THIRD  WEEK 
Eleventh  Day 

Review  all  phonograms  and  words  by  means  of  Game  Drills. 
(9)  Taking  Pictures.  (11)  Setting  Table. 

(14)  Automobile.  (18)  Fruit  Stand. 


42  MANUAL   OF   READING 

Sight  Words:  May,  sister. 
With  word  slips  present : 

sister  May.  May  likes  to  run,  —  to  jump,  —  to  play, 

my  sister.  I  see  May  jump. 

I  see  May.  My  name  is  May. 

I  find  May.  Brother's  name  is . 

Find  May's  name.          My  sister's  name  is . 

Jump,  May.  I  see  my  sister's  name. 

Run,  sister.  Brother  sees  May's  name. 

Run,  May.  Brother  runs  to  sister. 

I  find  sister.  Sister  runs. 

Questions 

May  I  jump?  May  I  find  brother's  name? 

May  I  run  ?  May  I  find  sister's  name  ? 

May  I  play  ?  May  I  find  May  ? 

Twelfth  Day 

Review  by  means  of  Game  Drills : 

No.  2,  see  page  28. 

Nos.  5  and  6,  see  page  31. 

Sight  Words :  baby,  is  this. 

Select  sentences  for  reading  from  the  following : 

I  see  baby.  Is  this  baby? 

I  see  my  baby  brother.  Is  this  baby  sister? 

I  see  baby  sister.  Is  this  baby  brother? 

This  is  my  baby  brother.  This  is  my  baby  sister. 

This  baby  runs.  Sister  sees  baby. 

Baby  likes  to  play.  Brother  sees  baby. 

Baby's  name  is  May.  I  like  to  see  baby  play. 

I  like  baby's  name.  Baby  sees  sister  May. 


PHONICS  FOR   FIRST   LESSONS  43 

Find  baby.  Baby  plays,  —  jumps. 

Find  baby's  name.  Baby  sees  sister  jump. 

Run,  baby.  Run  to  May. 

Play,  baby.  Run  to  brother. 

Find  brother,  baby.  Baby,  run  to  brother. 

Find  sister,  May.  Brother  runs. 

May  runs.  Baby  runs. 

Write  the  sentences  upon  the  blackboard.  Give  each  child 
a  word  slip.  He  is  to  match  the  printed  word  upon  his  slip 
with  a  script  word  upon  the  board.  Each  child  reads  the 
sentence  in  which  he  has  matched  a  word. 

Thirteenth  Day 
Keep  all  facts  in  constant  review  through  Game  Drills. 

(7)  See  page  32.  (14)    Automobile. 

(10)    Post  Office.  (16)    Drawing  Money. 

Sight  Word:  look.     Phonic  Words:  am,  at. 
Present : 

I  am  May.  Baby  looks  at  May. 

I  am  brother.  0  Sister  looks  at  baby. 

Look  at  baby.  T  look  at  brother. 

Baby  sees  brother.  See  brother  jump  at  baby. 

Look,  brother.  I  look  at  baby. 

Look,  baby.  I  look  at  May. 

A  and  the  should  never  be  separated  from  their  nouns. 
They  take  the  obscure  sound  of  the  vowel  or  are  slighted  in 

the  pronunciation  of  the  phrase.  Give  phrase  drill:  — 

a  baby.  a  sister. 

a  baby  brother.  a  brother. 

a  name.  the  baby  brother. 

a  baby's  name.  the  baby  sister. 

May  I  see  the  baby  ?  Look  at  the  baby. 


44 


MANUAL   OF   READING 


Fourteenth  Day 

G-ame  Drills.     Pupils  choose  games  to  be  played. 
Sight  Word:  boy.     Phonic  Word:  on. 


Present : 

I  am  a  boy. 
My  name  is 


I  see  my  brother. 
Baby  likes  boys. 
Boys  run. 
Boys  jump. 
Boys  play. 

May  is  on  a 


Boys  like  to  run,  —  to  jump. 
Boys  like  to  play. 
Is  this  my  baby  sister? 
Is  this  my  sister  May? 
Boys  like  baby. 


I  see  brother  on  a 


Fifteenth  Day 

Pupils  choose  games  to  be  played, 
come.     Phonic  Word:  off. 


G-ame  Drills. 
Sight  Word: 
Present : 

Run  off. 

Jump  off. 

Come,  May. 

Come,  baby. 
Read  many  review  sentences. 


Come  to  sister. 
Come  to  brother. 
Come  to  May,  baby. 
Come  to  sister,  baby. 


FOURTH  WEEK 

Use  this  week  for  reviews  and  for  giving  extra  time  and 
attention  to  laggards  or  those  who  for  any  reason  are  not  up  to 
grade.  Rearrange  the  class  grouping  so  that  this  may  be  done 
effectively.  Work  for  sight  recognition  of  all  words  and 
phonograms. 


PHONICS   FOR   FIRST   LESSONS  45 

GAME  DRILLS 

(19)  Use  the  Phonic  Charts  in  the  games.  Upon  Phonic 
Chart  No.  1  a  number  of  short  a  and  short  o  families  can  be 
blended  and  recognized.  For  example,  at,  am,  atch,  ot,  ost, 
oil,  etc.  Pupils  close  their  eyes  while  the  teacher  touches  one 
of  these  known  phonograms.  The  game  proceeds  as  in  game 
No.  3,  page  30. 

Other  games  and  devices  for  the  use  of  letter  squares  and 
charts  will  occur  to  the  practical  teacher.  In  the  games  and 
drills,  no  deliberation  over  the  recognition  of  phonograms 
should  be  allowed.  It  should  be  instantaneous  or  not  at  all. 

With  some  classes  or  with  some  class  divisions,  Book  One 
may  be  taken  and  reading  for  first  month  begun. 


46  MANUAL   OF   READING 


PHONIC  FACTS  FOR  SECOND  MONTH  OR  DIVISION 

I.    Simple  phonograms.  —  b,  c,  d,  g,  h,  I,  j,  k,  p.  q,  ee. 

II.  Blended  phonograms.  — 

Initials  —  bl,  cl,  gl,  pi,  br,  cr,  dr,  gr,  pr,  sc,  sk,  sp,  dw. 
Family  names — ab,  ad,  ag,  ap,  ack,  amp,  and. 

ob,  od,  og,  op,  ock,  omp,  ond,  ont. 

ib,  id,  if,  ig,  im,  in,  ip,  is,  it,  ich,  ick,  iff,  ift,  ilk,  ill. 

ilt,  imp,  inch,  ind,  hit,  ish,  iss,  ist,  itch. 

eech,  eed,  eef,  eek,  eel,  eem,  een,  eep,  eer,  eet. 

III.  Placing  of  initial  consonant. 

IV.  Sight  words.  —  Rose,  ball,  leaves,  kitty,  have,  are,  little, 
yes,  pretty,  with,  where,  what,  for,  oh,  girl,  old. 

Key  Words:  my,  me,  go,  you,  find. 

SUGGESTIVE  NAMES 

p  —  Puffing  of  steamboat,  as  in  pat,  puff,  trap. 

d  —  The  doves'  sound,  as  in  dot,  doll,  rod. 

b  —  The  first  sound  heard  in  bag,  bell,  bite. 

g  —  The  bottle  sound,  as  in  go,  give,  guess.  This  sound  is 
heard  when  water  is  poured  from  a  narrow-necked  bottle. 

h  —  The  tired  sigh  or  the  dog's  pant,  as  in  hat,  home,  hod. 

j  —  The  first  sound  heard  in  Jack,  Jill,  jet. 

c,  k,  q  —  The  choking  sound,  as  in  cat,  pack,  kill. 

i  —  The  squeak  of  the  mouse  or  the  little  pig's  cry,  as  in  it,  in, 
ill. 

ee  —  Twin  sounds,  as  in  see,  meet,  feet. 

To  assist  the  child  in  comprehending  a  sound,  the  teacher 
should  place  her  vocal  organs  in  the  correct  position  for  its 
enunciation. 


PHONICS   FOR  SECOND  MONTH 
I.   PICTURE  CHARTS 


47 


gG 


hH 


CKQ 


SEAT  WORK 

(1)  Hectograph  in  large,  plain  writing  the  phonograms  and 
sight  words  of  the  month  upon  manila  card.     Cut  as  directed 
in  seat  work  for  First  Month,  and  continue  the  exercises  of 
that  month. 

(2)  Place  phonograms  in  large  writing  upon  the  blackboard. 
Require  each  pupil  to  trace  a  phonogram  a  given  number  of 
times  and  then  write  it  beside  the  copy. 

SPELLING 
Exercise  1.     Written  Spelling,  page  106. 


48  MANUAL   OF   READING 

READING 

Print  the  sight  words  of  the  month  upon  slips  of  cardboard 
and  add  them,  as  they  are  presented,  to  the  Movable  Chart. 
Also  use  them  in  sentences  upon  the  blackboard.  Let  each 
child  read  two  or  three  sentences  at  a  time. 

FIRST  BOOK 

Reading  from  the  First  Book  should  be  a  daily  class  exercise. 
Under  Reading  for  First  Month  or  Division,  pages  1-15,  sen- 
tences composed  of  the  sight  words  of  the  month  are  grouped 
into  simple  stories.  It  is  probable  that  the  pupil  has  read  every 
one  of  these  in  print  from  the  Movable  Chart,  or  in  script  from 
the  blackboard.  No  problem  appears  in  the  division  that  he  is 
not  able  to  solve  at  this  time.  The  new  feature  about  this 
reading  is  the  use  of  the  book  and  the  recognition  of  the  words 
in  smaller  print  than  has  been  used  before.  Reading  for  the 
First  Month  should  be  read  as  the  phonic  work  for  the  second 
month  is  in  progress.  Many  classes  will  finish  the  division 
before  the  end  of  the  second  month.  With  these,  Reading  for 
the  Second  Month,  pages  16-42,  should  be  begun. 

The  book  should  be  placed  in  the  hands  of  the  pupil  during 
at  least  one  study  period  each  day.  He  should  be  encouraged 
to  read  the  stories  under  Reading  for  the  First  Month  by 
himself,  and  he  will  take  delight  in  doing  so.  The  habit  of  in- 
dependent reading  will  be  formed  as  he  is  engaged  ,  in  this 
pleasant  and  profitable  seat  work. 

KEY  WORDS 

A  key  word  is  a  sight  word  through  which  the  child  masters 
other  words  of  the  same  family.  When  the  key  word  me  can 
be  recognized  at  sight,  cover  e  while  m  is  sounded  by  the  class ; 
cover  m  while  e  is  sounded.  Both  letters  are  uncovered  as  the 


PHONICS   FOR   SECOND   MONTH  49 

word  is  pronounced.  Present  for  sounding  we,  she,  be,  etc. 
In  a  similar  way  analyze  my  and  present  by,  fly,  etc.  Analyze 
go  and  present  no,  so,  lo,  etc.  Affix  r  to  you,  forming  your. 
Write  each  set  of  words  obtained  from  the  key  word  in  a 
column,  that  the  similarity  of  construction  may  be  plain,  and 
drill  thoroughly. 

Ex.  my  go  me  you  find 

cry  no  he  your  kind 

try  do  she 

dry  to  we 

When  the  go  words  are  easily  recognized  and  sounded,  com- 
plete the  column  by  adding  the  two  exceptions  to  and  do. 
Underscore  or  inclose  exceptions  in  parentheses,  that  the  child 
may  note  these  words  easily. 

FIRST  WEEK 

First  Day 
Phonogram :  ee 

O 

Blend:  eet,  eer,  een,  eem,  eel,  eef,  eech. 

Drill  in  print  from  the  Charts :     Place  the  letter  square  e  e 

before  em,  en,  et,  on  Phonic  Chart  No.  1  to  form  eem,  een,  eet; 
place  it  before  er,  on  Phonic  Chart  No.  3  to  form  eer.  When 
I,  d,  and  p  are  known,  eb,  ed,  and  ep  will  be  used  in  this  drill. 

Key  Word:  me.     Blend:  me,  she,  we. 

Cover  the  first  letter  in  the  phonogram  ee  on  Equivalent 
Chart  e  with  successive  initials  to  form  me,  she,  we.  When  b 
and  h  are  known,  these  initials  will  be  used  in  this  drill. 

GAME  DRILLS 
Keep  all  facts  in  constant  review  by  means  of  games. 


Pupils  close  their  eyes  while  the  teacher  forms  |    eet  upon 


50  MANUAL   OF   READING 

Chart  No.  1.  When  the  eyes  are  opened,  the  first  pupil  takes 
the  letter  square  and  places  it  to  make  one  of  the  ee  phonograms 
upon  the  Chart,  pronouncing  the  phonogram  he  has  formed, 
and  asking  if  it  is  the  one  the  teacher  made.  Each  child  in 
turn  tries,  until  some  one  succeeds  in  forming  the  right 
phonogram. 

Pronounce  distinctly  words  containing  known  phonograms. 
The  pupils  are  to  tell  the  sounds  they  recognize. 

Sight  Words:  what,  child's  name. 
Present  the  following  sentences  : 

What  is  this?  See,  baby.     See  me  jump. 

This  is  baby.  We  run.     We  jump. 

What  is  baby's  name  ?  We  like  to  play. 

Baby's  name  is .  Come,  baby. 

What  may  baby  see  ?  Run  to  brother. 

Baby  may  see  me.  We  like  to  see  baby  run. 

Baby  likes  to  play.  She  likes  to  jump. 

What  may  she  play  ?  She  likes  to  play. 

She  may  jump.  She  likes  to  see  me  run. 

She  may  run.  She  likes  to  see  me  jump. 

The  sentences  in  the  first  column  may  be  read  as  a  dialogue 
by  two  children  ;  or  one  child  may  ask  the  questions  and  the 
class  may  answer  in  concert.  Again,  the  child  who  asks  the 
questions  may  choose  different  children  to  answer  them.  He 
should  name  the  child  who  is  to  answer,  as  he  asks  the  question  ; 
as,  "What  is  baby's  name,  Alice?"  "What  may  she  play, 
John  ?  "  This  exercise  helps  in  obtaining  ease  of  expression. 

Second  Day 
Phonogram  :  p 
Blend:  sp,  pr,  pi,  ap,  op,  amp,  omp,  eep. 


PHONICS   FOR  SECOND  MONTH  51 

GAME  DRILLS 

Include  all  new  phonograms  in  the  games.     Play  No.  5  and 
No.  6,  see  page  31.     The  cards  may  be  placed  on  the  desks 
for  inspection  as  the  teacher  calls  for  them. 
Sight  Words:  little,  girl. 
Present : 

a  little  brother.  I  see  little  baby,  May. 

a  little  sister.  Run  to  sister,  little  May. 

a  little  baby.  Run  to  brother,  little  baby. 

Come,  little  sister.  Baby  likes  to  see  the  girls  play. 

Run,  little  baby.  Baby  likes  to  see  the  boys  jump. 

SOMETHING  TO  Do 

Come,  little  girls.  Jump,  boys. 

Come,  little  boys.  Jump,  girls. 

Run  to  me,  girls.  Run  off,  boys. 

Third  Day 
Phonogram :  g 
Blend:  gr,  gl,  ag,  og. 

GAME  DRILLS 

Play  games  in  which  the  Phonic  Charts  are  used. 
Key  Words:  you,  find.     Blend:  your,  mind,  grind. 
Present :  — 

I  see  you, .  Is  this  your  brother? 

I  see  you  run.  Is  this  your  sister? 

I  see  you  jump.  Is  this  your  little  sister? 

I  see  you,  May.  Your  brother  runs. 

I  see  you  jump.  Your  sister  runs. 

I  see  you  run.  Your  baby  sister  likes  to  play. 


52  MANUAL  OF   READING 

Fourth  Day 
Phonogram  :  i 

Blend:  im,  in,  is,  it,  itch,  ich,  iff,  ift,  ill,  ilt,  inch,  int,  ish,  iss, 
ist.  Give  rapid  drill  from  Phonic  Charts  Nos.  1  and  2  upon 
these  families.  When  6,  d,  jt?,  c,  k  are  known,  the  short  i  fami- 
lies containing  these  phonograms  will  be  included  in  this  drill 
from  the  Charts. 

GAME  DRILLS 

Include  the  short  i  families  in  all  games. 
Sight  Word:  Rose. 
Present : 

What  girl  is  this  ?  Is  your  sister  Rose  little  ? 

This  is  Rose.  Is  Rose  a  little  girl? 

What  is  your  name  ?  I  like  Rose. 

My  name  is  Rose.  I  like  roses. 

Is  Rose  your  sister?  See  this  rose,  May. 

Rose  is  my  little  sister.  See  this  little  rose. 

Fifth  Day 

Phonograms  :  c,  k,  q 
Blend:  cl,  cr,  sc,  sk,  ack,  ick,  ock,  ilk,  eek. 

GAME  DRILLS 

Review  by  presenting  cards  in  rapid  succession,  all  simple 
and  blended  phonograms  and  sight  words. 
Sight  Word:  have. 
Present : 

What  have  you? 

I  have  a  rose. 

I  have  a  little  sister. 


PHONICS  FOR   SECOND  MONTH  53 

I  have  a  brother . 

I  have  a  baby  sister. 
Have  you  a  brother? 


Have  you  a  little 


Have  you  a  little 


SECOND  WEEK 

Sixth  Day 
BLENDING  OF  INITIAL  CONSONANT 

Develop  the  blend  between  the  initial  and  the  family  name 
as  follows  :  — 

Overlap  two  letter  squares  to  form       a  t    and  present  for 

sight    recognition,   holding   the   overlapped   cards    in   the   left 


hand.  With  the  right  hand,  present  the  letter  square  r,  say- 
ing, "  This  is  the  name  of  a  little  animal  that  runs  around  after 
dark,  r  -at,  r-at,  rat.  All  sound  rat  as  I  show  the  cards." 
Make  rapid  changes  of  the  initial  letter  squares :  "  This  word 
will  tell  us  what  all  boys  and  girls  should  be.  Sound,  /  -at, 
f- at,  fat."  "This  is  what  the  cat  sleeps  on.  Sound,  m  -at, 
m-at,  mat."  "This  is  what  we  wear  on  our  heads.  Sound, 
h  -at,  h-at,  hat"  etc. 

Form  other  family  names  with  overlapped  letter  squares. 
With  these,  present  initials  in  rapid  succession ;  keep  and 
increase  the  interest  by  comments  on  the  words  as  the  children 
sound  ;  as,  "  This  is  what  we  have  for  breakfast,  h  -ash,  h-ash, 
hash."  "This  is  what  mother  does  to  potatoes,  m  -ash,  m-ash, 


54  MANUAL   OF   READING 

mash."    "This  is  what  we  hear  when  dishes  fall,  cr  -ash,  cr-ash, 
crash,"  etc. 

Repeat  each  drill  rapidly  several  times,  bringing  the  cards 
nearer  together  at  each  sounding  till  the  union  of  sound  pro- 
duces the  word.  Drill  till  the  blend  is  complete  as  the  cards 
are  overlapped. 

Seventh  Day 

Write  words  on  the  board,  saying :  "  Sound  these  words. 
I  will  make  a  picture  of  what  each  word  says  after  you 
sound  it." 

Children  sound  :     Teacher  draws  with  simple  outlines : 


m-at     mat 


c  -at     cat 


s  -at     sat 


Require  each  child  to  sound  one  of  these  illustrated  words 
before  passing  to  his  seat.  Those  who  have  gained  perception 
of  the  blend  will  do  this  with  little  difficulty,  as  the  picture 
helps  in  getting  the  word. 

Write  family  names  upon  the  blackboard :    an,  at,  ash,  op, 


PHONICS   FOR   SECOND  MONTH 


55 


eet,  ilk.  By  means  of  the  letter  squares,  present  a  succession 
of  initials  to  be  used  with  them  as  in  the  previous  exercises, 
or  prefix  the  same  initial  to  each  family  name ;  as, 


man, 


mat, 


m  ash, 


jet, 


milk. 


Write  words  arranged  in  families  on  the  blackboard;  as, — 

rat  man  mash 

fat  plan  trash 

mat  ran  flash 

Sound  the  words  in  columns,  covering  and  uncovering  the  parts 
of  each  word  as  they  are  sounded. 

Sight  Word:  yes. 

Use  phonic  words  can,  cat,  ran,  from,  milk,  in  sentences 
upon  the  blackboard  with  review  sight  words: 

Is  this  your  cat?     Yes.  She  ran  from  my  brother. 

Can  your  cat  run?  My  cat  likes  me. 

Yes,  my  cat  ran  off.  She  likes  milk. 

Eighth  Day 

Write  twenty-five  or  thirty  words  from  list  No.  l,page  61,  in 
columns  upon  the  blackboard,  and  sound.  Make  as  many 
columns  as  there  are  family  names  represented  in  the  words 
selected.  Insist  on  accurate  enunciation.  Work  for  instant 
recognition  of  phonograms  and  comprehension  of  the  blend  be- 
tween the  initial  and  the  family  name.  Use  both  concert  and 
individual  drill. 

GAME  DRILLS 

Pupils  close  their  eyes  while  the  teacher  touches  a  word  in 
one  of  the  columns.  When  eyes  are  opened,  each  child  in  turn 
tries  to  guess  the  word  touched.  First  child  touches  fat,  say- 


56  MANUAL   OF   READING 

ing,  "Is  it  f-at,  fat?"  Second  child  touches  mash,  saying,  "  Is 
it  m-ash,  mash?"  If  no  one  guesses  the  right  word,  the  teacher 
tells.  Work  rapidly. 

Sight  Words:  pretty,  leaves. 

Use  phonic  words  can,  toss,  not,  catch,  in  sentences  with  re- 
view sight  words  : 

Come,  play  toss.  I  like  to  play  toss. 

Play  toss.  Toss  to  me. 

Can  you  catch  ?  Toss  to  May. 

I  can  catch.  May  cannot  catch. 

See  me  toss  to  you.  She  can  run. 

Ninth  Day 

Write  words  from  list  No.  2,  page  61,  in  columns  upon  the 
blackboard,  and  drill  as  on  the  previous  day. 

Drop  separate  drill  upon  blended  phonograms  when  they  can 
be  blended  with  facility,  in  favor  of  drill  where  the  initial  is 
blended  with  the  family  name.  Extensive,  isolated  drill  upon 
the  initial  combinations  leads  to  error  in  enunciation,  bl  becomes 
bul,  cr  becomes  cur,  etc. 

The  child  should  not  be  allowed  to  sound  the  letters  of  a  word 
separately.  They  should  be  grouped  as  in  the  drill.  Sound : 

1.  The  initial  combination  uttered  as  nearly  as  possible  with 
one  impulse  of  the  voice.     It  is  not  made -emphatic  or  pro- 
longed. 

2.  The  family  name. 

3.  The  word  pronounced. 

Ex.  —  1  tr     2  ack     3  track 

A  slight  pause  should  be  made  between  1  and  2. 

Reverse    this  method  of  sounding   by   first    presenting   the 


PHONICS   FOR   SECOND  MONTH 


57 


family  name  to  be  sounded,  then  present  the  initial.  This  is 
to  be  blended  at  once  with  the  family  name  to  form  the  word. 

Ex.  —  1  ack     2  track 

Both  methods  should  be  used. 

In  sounding  longer  words,  a  slight  pause  will  naturally  be 
made  between  the  syllables. 

Ex.  — 1  un     2  der     3  stand     4  ing     5  understanding 

By  the  second  method  : 

1  ing     2  anding     3  erstanding     4  understanding 

Sight  Words:  with,  old. 

Use  phonic  words  frog,  log,  green,  old,  swim,  in  sentences 
with  review  sight,  words  : 

Can  you  swim,  -  —  ?  Yes,  it  is  an  old  green  frog. 

Yes,  I  can  swim.  See  it  swim  off. 

I  can  swim  to  that  old  log.  You  can  swim,  old  frog. 

Can  you  see  what  is  on  the  log?  We  like  to  see  you  swim. 

Tenth  Day 

Drill  from  the  Phonic  Charts  Nos.  1  and  2,  blending  initials 
with  known  family  names  ;  as, 


atch, 


atch; 


c  ost, 


r 

at, 

m 

at, 
ost. 

f 

at; 

cl 

atch, 

1 

ost, 

fi- 

Avoid 

,  during 

this  month,  the  use  of  c  and  g  before  z,  of  w  before  «,  and  of  all 
other  combinations  that  do  not  take  the  short  vowel  sound. 

Ex. —  son,  put. 

Do  not  restrict  the  chart  drill  to  words  only.  Word  forms 
(see  page  17)  provide  valuable  vocal  drill,  and  they  should  be 
sounded  as  they  are  formed  in  the  drill. 

Ex. 


58 


MANUAL  OF   READING 


With  the  exceptions  mentioned  above,  blend  any  known  initial 
with  any  known  family  name. 

Sight  Word:  ball. 

Use  phonic  words  spin,  top,  Tom,  still,  in  sentences  with  re- 
view sight  words : 

I  have  a  green  top.  Spin  tops  with  me. 

Have  you  a  top,  Torn  ?  Can  your  top  spin  ? 

Yes,  I  have  an  old  top.  My  top  can  spin,  spin,  spin. 

Is  your  top  green,  Tom  ?  Come  on,  boys,  spin  tops  with  me. 

THIKD  WEEK 

Eleventh  Day 

How  TO  DRILL  FROM  THE  CHARTS 

Drill  from  the  Phonic  Charts  Nos.  1  and  2 :  Use  each  line  in 
turn  of  known  phonograms  across  the  Charts.  Use  all  known 
initials  in  the  drill.  Blend  a  different  initial  with  each  line. 

Ex. 


t 

am 

t 

im 

t 

om 
op 
on 

1  s 

ap 
an 

s 

ip 

s 

cl 

cl 

in 

cl 

The  drill  will  not  be  helpful  unless  the  enunciation  is  clear- 
cut,  accurate.  The  teacher  should  hear  distinctly  the  last 
sound  of  each  phonogram.  The  drill  should  be  given  as  rapidly 
as  possible.  Eyes,  ears,  and  vocal  organs  should  all  help  in 
making  it  effective.  Children  delight  in  the  rhythm  and 
jingle  of  a  brisk,  animated  drill. 

Sight  Word:  for. 

Use  phonic  words  Sam,  catch,  not,  tag,  can,  ran,  in  sentences 
with  review  sight  words. 


PHONICS  FOR  SECOND  MONTH  59 

Twelfth  Day 
Phonogram :  h 

Continue   drill   from  Phonic  Charts.      Include  h  with  the 
initials  used  in  the  drill. 

Sight  Word:  Kitty. 

Use  phonic  words  sleep,  milk,  pan,  lap,  sits,  soft,  in  sentences 
with  review  sight  words. 

Thirteenth  Day 
Phonogram :  d 

Blend:  dr,  dw,  and,  ond,  eed,  ad,  od,  id. 
Continue  Chart  drill.      Include  the  new  phonograms   with 
the  initials  and  families  used  in  the  drill. 

Sight  Word:  where. 

Use  phonic  words  dog,  Dash,  has,  stick,  swim,  in  sentences 
with  review  sight  words. 

Fourteenth  Day 
Key  Word:  my. 

Blend  by  placing  initial  letter  squares  before  the  last  y  in  the 
last  column  on  Phonic  Chart  No.  3  to  form  cry,  dry,  fry,  sly, 
try,  my,  shy,  fly,  ply,  pry,  sky,  spy,  sty. 
Continue  drill  from  the  Phonic  Charts. 

Read  sentences  that  contain  phonic  words  and  known  sight 
words. 

Fifteenth  Day 

Phonogram :  b 

Blend:  bl,  br,  ab,  ob,  ib. 

Continue  drill  from  the  Phonic  Charts.      Include  the  new 
families  with  the  initials  and  families  used  in  the  drill. 


60 


MANUAL  OF   READING 


To  overcome  the  confusion  between  both  sound  and  form  of 
b  and  d  that  often  exists  in  the  pupil's  mind,  place  the  letter 
squares  containing  these  sounds  back  to  back.  Hold  them  in 
place  with  a  rubber  band.  Drill  upon  them  alternate1  y. 

Ex.  '      ' 


on 


If  needed,  drill  in  a  similar  way  with  c  and  g,  m  and  n,  etc. 

FOURTH  WEEK 
Phonogram  :  j 

Blend  with  known  families  on  the  Charts. 

Give  daily  drill  from  the  Phonic  Charts. 

Readiness  in  reading  depends  upon  thoroughness  of  drill. 

Sight  Word:  oh.     Key  Word:  go. 

Blend  by  covering  the  first  letter  of  the  phonogram  oo  on 
Equivalent  Chart  o  with  successive  initials  to  form  go,  ho,  lo, 
no,  so,  to,  do. 

VOCABULARY 

The  reading  vocabulary  at  the  end  of  the  second  month 
includes  the  sight  words  for  the  first  and  second  months,  the 
names  of  children  in  the  class,  and  phonic  words  selected  from 
the  following  list.  The  listed  words  include  all  the  phonic 
words  possible  for  the  child  to  sound.  Many  of  them  are  riot 
childlike  words  and  should  not  be  used  in  sentences.  These 
serve  simply  for  vocal  drill.  The  teacher  should  select  suit- 
able words  for  use  in  sentences.  She  should  see  that  these  sen- 
tences contain  only  known  sight  and  phonic  words.  They  should 
present  no  problem  that  the  child  cannot  solve.  Give  the  class 
opportunity  to  study  and  read  each  sentence  aloud  before  writ- 
ing another.  Assist  by  having  the  sight  words  pronounced  by 


PHONICS   FOR  SECOND   MONTH  61 

different  children,  and  by  having  all  phonic  words  not  readily 
recognized,  sounded  as  in  the  phonic  drill.  Question  to  obtain 
the  thought.  Make  a  clear  distinction  between  the  ability  to 
pronounce  words  and  the  gathering  of  thought  from  the  sen- 
tence. True  reading  is  thought  getting  and  thought  express- 
ing. When  possible,  arrange  the  sentences  in  dialogue  form. 
Let  the  pupils  ask  and  answer  the  questions  asked.  Let  them 
dramatize  the  thought  by  doing  the  action  suggested. 

(1)  PHONIC  VOCABULARY  formed  of  the  Initials  and  Fami- 
lies of  First  Month : 

as,  an,  at,  am,  off,  on. 

fat,  mat,  Nat,  rat,  sat,  chat,  slat,  flat. 

lash,  mash,  rash,  sash,  flash,  slash,  smash,  trash. 

fan,  man,  Nan,  ran,  tan. 

ram,  Sam,  slam,  sham. 

latch,  match,  snatch. 

loss,  moss,  toss,  Ross,  floss. 

lot,  not,  rot,  tot,  shot,  slot. 

Moll,  Tom,  from,  loft,  lost,  frost. 

(2)  PHONIC  VOCABULARY  formed   of  the   Initials   of  the 
Second  Month  and  Families  of  First  Month : 

cat,  bat,  hat,  pat,  brat,  scat,  spat. 

cash,  dash,  gash,  hash,  clash,  crash,  plash. 

can,  Dan,  pan,  clan,  plan,  bran,  scan,  span. 

ham,  jam,  tram,  clam,  dram. 

catch,  batch,  hatch,  patch,  plant,  brant,  scant. 

cot,  dot,  got,  hot,  jot,  pot,  blot,  clot,  plot,  Scot,  spot. 

blotch,  crotch,  Scotch,  doll,  poll,  gloss,  cross,  croft,  scoff. 

(3)  PHONIC  VOCABULARY  formed  of  the  Initials  of  the  First 
Month  and  Families  of  Second  Month : 

if,  in,  is,  it,  ill,  inch. 

Mab,  nab,  Rab,  tab,  slab,  stab. 


62  MANUAL   OF   READING 

fad,  lad,  mad,  sad,  shad. 

fag,  lag,  Mag,  nag,  rag,  sag,  tag,  wag,  flag,  slag. 

snag,  stag,  swag. 

lap,  map,  rap,  sap,  tap,  chap,  flap,  slap,  snap,  trap. 

lack,  rack,  sack,  tack,  shack,  slack,  smack,  snack. 

stack,  track,  land,  sand. 

lamp,  samp,  champ,  stamp,  tramp. 

fob,  mob,  nob,  rob,  sob,  slob,  snob. 

nod,  rod,  sod,  shod,  trod. 

fog,  log,  sog,  tog,  flog,  frog. 

fop,  lop,  mop,  sop,  top,  chop,  shop,  slop,  stop. 

lock,  mock,  rock,  sock,  shock,  flock,  frock,  smock,  stock. 

romp,  fond,  frond,  font. 

fib,  nib,  rib,  lid,  mid,  rid,  slid,  fig,  rig,  wig,  trig. 

fin,  sin,  tin,  win,  chin,  shin,  twin. 

lip,  nip,  rip,  sip,  tip,  chip,  ship,  flip,  slip,  trip. 

fit,  lit,  mit,  sit,  wit,  chit,  flit,  slit,  twit. 

lick,  nick,  rick,  tick,  chick,  flick,  slick,  stick,  trick. 

fill,  mill,  rill,  sill,  till,  will,  chill,  frill,  still,  swill. 

trill,  twill,  shrill,  linch,  flinch,  milk,  silk,  sniff,  stiff. 

milt,  silt,  tilt,  wilt,  stilts,  rift,  sift,  shift,  swift,  shrift. 

slim,  rim,  trim,  swim,  limp,  shrimp,  rich. 

fitch,  flitch,  stitch,  switch,  twitch. 

fish,  wish,  swish,  mint,  tint,  flint,  stint. 

fist,  mist,  wist,  twist,  miss,  Swiss. 

mind,  rind,  wind. 

feed,  reed,  need,  seed,  weed,  freed,  steed,  treed,  tweed. 

seem,  teem,  leech,  reef,  feel,  reel,  steel. 

reek,  seek,  week,  cheek,  leek,  meek,  sleek,  weep,  sheep. 

feet,  meet,  sheet,  fleet,  sleet,  sweet,  tweet. 

seen,  ween,  sheen,  cheer,  steer. 

(4)  PHONIC  VOCABULARY  formed  of  the  Initials  and  Fami- 
lies of  the  Second  Month  : 


PHONICS   FOR  SECOND  MONTH  63 

cab,  dab,  gab,  jab,  blab,  crab,  drab,  grab,  scab. 

bad,  cad,  dad,  gad,  had,  pad,  clad,  glad,  brad. 

bag,  gag,  hag,  jag,  brag,  crag,  drag. 

cap,  gap,  hap,  pap,  clap. 

back,  hack,  Jack,  pack,  black,  crack. 

camp,  damp,  clamp,  cramp,  scamp. 

band,  hand,  bland,  gland,  brand,  grand. 

bob,  cob,  gob,  job,  blob,  bond,  pond,  blond. 

cod,  God,  hod,  pod,  clod,  plod. 

bog,  cog,  dog,  gog,  hog,  jog,  clog. 

cop,  hop,  pop,  crop,  drop,  prop,  pomp. 

cock,  dock,  hock,  pock,  block,  clock,  crock. 

bid,  jib,  glib,  crib,  bid,  did,  hid,  kid,  skid. 

big,  dig,  gig,  jig,  pig,  brig,  bit,  hit,  kit,  pit,  grit,  spit. 

bin,  din,  kin,  pin,  grin,  skin,  spin,  cliff,  skiff. 

Dick,  kick,  pick,  click,  brick,  crick,  prick,  gift,  drift. 

bill,  gill,  hill,  Jill,  kill,  drill,  grill,  skill,  spill. 

gilt,  hilt,  jilt,  spilt,  ditch,  hitch,  pitch,  dish. 

dim,  him,  Jim,  glim,  brim,  grim,  prim. 

dip,  hip,  Jip,  pip,  clip,  drip,  grip,  skip,  crimp,  skimp. 

dint,  hint,  glint,  hiss,  kiss,  bliss,  hist. 

bind,  hind,  kind,  blind,  grind,  pinch,  clinch. 

beech,  breech,  speech. 

deed,  heed,  bleed,  breed,  creed,  greed,  speed. 

heel,  keel,  peel,  creel,  deem,  beef,  peek,  Greek. 

been,  keen,  green,  preen,  keep,  peep,  creep. 

beer,  deer,  jeer,  peer,  beet,  greet,  see,  tree. 

(5)    PHONIC    VOCABULARY    known    by    analysis    of    Key 
Words : 

S-ee,  tree,  free,  wee,  bee,  flee,  glee,    m-e,  be,  he,  me,  we,  she. 
m-y,  by,  my,  shy,  fly,  ply,  sly,  cry,  dry,  fry,  pry,  try,  sky,  spy, 
sty.     g-o,  do,  ho,  lo,  no,  so,  to.     you,  your. 


MANUAL   OF   READING 


PHONIC  FACTS  FOR  THIRD  MONTH  OR  DIVISION 

I.    Simple  phonograms.  —  ng,  th,  e,  u. 

II.  Blended  phonograms.  - 

Initials  —  scr,  spl,  spr,  str,  thr,  thw. 
Family  names  —  ang,  ank. 

eb,  ed,  em,  en,  ep,  et,  eck,  eff,  eft,  egg,  ell,  elk,  elt. 

emp,  ench,  end,  ent,  esh,  esk,  ess,  est,  etch,  eth. 

ild,  ink,  ing. 

old,  oil,  olt,  ong,  onk,  ost,  oth. 

ub,  ud,  ug,  um,  un,  up,  ut,  uch,  uck,  uff,  uft,  ull,  ulk. 

ult,  ump,  unch,  und,  ung,  unk,  unt,  ush,  uss,  ust,  utch. 

III.  Dissyllables  and  compound  words. 

IV.  Derivatives  formed  by  adding  the  suffix  ing  to  known 
words  when  such  addition  does  not  require  a  change  in  the 
primitive  word. 

V.    Sight  words.  —  they,  give,  live,  says,  said,  many,  one,  two, 
read,  hear,  were,  apple,  up. 

SUGGESTIVE  NAMES  AND  GESTURES 

th  {aspirate)  —  The  hissing  goose  sound,  as  in  think,  thill. 

th  {sub  vocal)  —  The  sound  of  the  mill  wheel,  as  in  then,  that. 

Rotate  the  arm. 

wh  {aspirate)  —  The  blowing  sound,  (pronounce  hw)  as  in 
what,  where. 

Raise  the  finger  to  represent  a  dandelion  head,  the  seeds  to 
be  scattered  by  the  breath.  (W  has  tone,  but  loses  it  in  com- 
bination with  h.) 

e  —  The  listening  sound,  as  in  met,  men.  Hold  the  hand  to 
the  ear  as  in  the  act  of  listening. 

u  —  The  grunt  sound,  as  in  nut,  hunt. 

ng,  nk  —  Sounds  of  ringing  bells,  as  in  ring,  sing,  rink,  rank. 


PHONICS   FOR   THIRD  MONTH 


65 


Make  n  nasal  by  sending  the  tone  through  the  nose.  Touch 
the  nose  when  giving  the  sound.  Though  neither  the  hard  nor 
the  soft  sound  of  g  is  heard  in  ng,  do  not  mark  it  silent.  Teach 
that  both  letters  represent  the  sound  of  n  in  this  phonogram. 

PICTURE  CHARTS 


ng 


wh 


eE 


It, 


th 


uIJ 


SEAT  WORK 

(1)  Continue  seat  work  for  first  and  second  months. 

(2)  Prepare  a  name  card  for  each  child  by  arranging  and 
pasting  cardboard  printed  letters  in  a  row  upon  strips  of  manila 
card  two  inches  wide.     Give  each  child  his  name  card  and  a 
box  of  letters.     He  is  to  match  the  letters  and  make  the  name 
upon  his  desk  a  given  number  of  times. 

(3)  Silent  reading  from  Book  One. 


66  MANUAL   OF   READING 

SPELLING 
Exercise  2.     Written  Spelling,  page  106. 

READING 

If  sight  words  are  not  readily  recognized  by  the  child,  assist 
him,  but  insist  that  he  help  himself  in  the  recognition  of  all 
phonic  words.  Cultivate  a  sprightly  manner.  Drawling  and 
monotone  are  apt  to  become  chronic  if  tolerated.  Quick,  wide- 
awake work  on  the  part  of  the  teacher  insures  the  attention  of 
the  class. 

Read  in  Book  One,  Reading  for  Second  Month.  Begin 
Reading  for  Third  Month,  pages  43-69. 

SUPPLEMENTARY  READING 

With  many  classes,  supplementary  reading  may  be  begun 
in  this  month.  Select  the  reader  that  presents  the  fewest 
phonic  problems,  i.e.  the  fewest  words  not  included  in  the  phonic 
scheme  either  as  sight  or  phonic  words.  In  the  supplementary 
reading,  as  in  the  regular  reading,  the  child  should  be  required 
to  help  himself.  He  should  make  use  of  all  the  phonic  power 
he  possesses  in  sounding  words  in  whole  or  in  part,  but  he  should 
not  be  allowed  to  puzzle  for  an  instant  over  a  phonic  problem 
that  he  has  no  means  of  solving.  Neither  should  the  teacher 
stop  to  teach  such  facts  to  the  pupil  before  he  tries  the  supple- 
mentary reading.  In  time,  they  will  all  be  included  in  the 
phonic  scheme,  and  they  may  be  left  until  they  appear  in  the  drill. 
The  teacher  should  be  ready  to  assist  by  telling  the  child  these 
words  or  phonograms  as  he  comes  to  them  in  the  sentence. 

When  two  or  three  pages  have  been  read  in  the  supplemen- 
tary reader,  the  book  should  be  laid  aside,  and  a  like  amount  of 
reading  should  be  done  in  another  reader.  This  in  turn  should 
be  laid  aside  in  favor  of  a  third  book.  In  this  way  four  or  five 


PHONICS   FOR   THIRD   MONTH  67 

supplementary  readers  may  be  begun.  They  should  be  read  in 
rotation.  It  will  be  seen  that  this  method  provides  a  large 
amount  of  very  evenly  graded  reading  matter.  In  order  that 
the  supplementary  reading  may  always  be  a  little  easier  than 
the  regular  reading,  the  phonic  drill,  and  reading  in  the  basal 
reading  books,  should  be  kept  well  in  advance  of  this  work. 
The  power  that  has  been  acquired  through  the  steady  progres- 
sion of  the  phonic  drill  asserts  itself  after  the  first  few  months. 
From  that  time  on,  the  child  who  has  comprehended  the  drill 
reads  easily  ten  pages  a  day.  This  calls  for  a  large  number  of 
supplementary  readers.  Classes  read  easily  from  ten  to  twelve 
primers  and  first  readers  in  the  first  year.  Many  classes  read 
more  than  this.  In  the  second  year,  they  are  fluent  readers  of 
books  or  stories  suited  to  their  comprehension. 

When  Interest  Lags.  —  If  at  any  time  the  interest  in  a  sup- 
plementary reader  lags,  take  it  as  a  sign  that  the  lessons  are 
becoming  too  difficult — the  child  is  meeting  too  many  phonic 
problems  that  he  is  unable  to  solve.  Lay  the  book  aside  for  a 
time  and  begin  a  new  reader  in  its  place. 

If  at  any  time  interest  in  the  regular  reader  lags,  look  to  the 
phonic  drill.  Is  it  given  daily  ?  Is  it  brisk,  accurate  ?  Is  it  con- 
ducted with  interest  and  animation  on  the  part  of  the  teacher,  and 
is  enough  of  the  game  element  present  to  secure  the  active  atten- 
tion of  the  pupils  ?  Are  all  facts  kept  in  constant  review  ?  Is 
too  much  dependence  placed  upon  concert  drills  ? 

EXCEPTIONS 

Exceptions  to  phonic  rules  should  be  included  in  the  daily 
drill  from  the  Charts.  They  help  to  make  a  very  attractive, 
exercise.  Through  the  drill,  the  form  and  pronunciation  of 
these  words  are  fixed  so  thoroughly  that  they  give  the  child 
as  little  trouble  in  his  reading  and  spelling  as  they  do  in  his 
speech.  They  are  recognized  on  the  Phonic  Charts  when  the 


68 


MANUAL   OF   READING 


initial  consonant  requiring  the  peculiar  sound  is  placed,  but 
they  are  presented  at  first  as  sight  words. 

It  is  not  advisable  to  make  an  exhaustive  study  of  exceptions 
at  this  time.  Present,  and  include  in  the  drill,  only  those  that 
the  child  will  meet  in  reading,  and  that  he  may  wish  to  use  in 
original  sentence  work  because  they  are  in  his  spoken  vocabu- 
lary. The  following  list  includes  most  of  the  monosyllabic 
exceptions  that  will  be  needed  in  the  first  year  and  that  do 
not  appear  under  the  development  of  a  phonic  rule  : 

put  post  bull  most 

push  puss  bush  move 

pint  pull  full  roll 

Give  the  Chart  drill  up  or  down  the  column  that  contains 
the  exception,  or  skip  about  the  Chart,  forming  the  exception 
when  the  pupils  least  expect  it.  They  are  to  sound  as  the 

letter   square    is    placed,   as        p  at,        p  en,        p  ick,        p  op, 


p  ump, 


pill,       put.     Vary  the  exercise  by  using  different 


initials    with    one    family   name,    as      mint, 


int, 


int, 


print,         pint. 


These  exercises  may  have  all  the  interest  arid  excitement  of  a 
game  in  which  the  teacher  tries  to  catch  all  who  are  not  watch- 
ful. A  variation  in  the  name  or  course  of  the  game  is  all  that 
is  needed  to  keep  it  fresh  and  thrilling  if  it  is  played  with  ani- 
mation on  the  part  of  the  teacher.  She  may  say  that  she  is 
going  fishing  (a  fish  being  a  child  who  does  not  recognize  an 
exception).  She  may  keep  score  on  the  board  of  the  number 
of  times  she  hears  the  right  sound  given,  etc.  Such  exercises 
sharpen  eyes  and  ears.  They  make  the  pupil  alert  and  prompt 
in  giving  the  sounds  of  phonograms. 

The  families  ind,  old,  ild,  olt,  are  exceptions.     They  are  first 


PHONICS   FOR   THIRD  MONTH 


69 


represented  by  sight  words,  as  find,  old,  etc.  The  sight  words 
should  be  used  as  key  words.  Drill  should  be  given  by  placing 
successive  initial  letter  squares  before  these  phonograms  on 

the  Charts,  as  old, 


fold, 


old, 


sold,       told,  etc.     They 


should  also  be  included  in  the  drill  on  exceptions. 

Both  the  long  and  short  sounds  of  the  vowel  are  associated 
with  ost  and  oil.  Teach  this  fact  when  words  taking  the  long 
sound  of  the  vowel  are  found  in  the  reading  matter,  and  drill 
from  the  Charts. 

FIRST  WEEK 

Phonograms  :  S,  nk,  ng 

Blend  upon  the  Phonic  Charts :  eb,  ed,  em,  en,  ep,  et,  eck. 
eff,  eft,  egg,  ell,  elk,  elt,  emp,  ench,  end,  ent,  esh,  esk,  ess. 
est,  etch,  eth. 
ank,  ink,  onk. 
ang,  ing,  ong. 

Words  illustrating  these  family  names  are  included  in  the 
Word  List.  See  Index,  pages  199-200,  for  section  numbers 
for  S.  See  the  following  Sections  in  the  Word  List :  ang,  113  ; 
ank,  97  ;  ing,  115 ;  ink,  98;  ong,  117  ;  onk,  99. 

Exceptions :  ind,  ild,  old. 

Blend  upon  the  Phonic  Charts: 

bind  mind  grind  old  gold         told 

find  rind  mild  bold  hold         scold 

hind  wind  child  cold  mold 

kind  blind  wild  fold  sold 

Include  all  new  phonograms  in  the  daily  drill  from  the 
Phonic  Charts.  Keep  all  facts  in  constant  review. 


Affix  the 
it  ;     as,    see 

letter  square 

ing 

to  known  words  capable  of  taking 

ing 

'    g° 

ing 

,    play 

ing 

;    also  to   families   upon   the 

70 


MANUAL   OF  READING 


Phonic  Charts.     At  this  time  this  suffix  is  to  be  used  only  with 
families  ending  in  two  consonants. 

Sound:   (word)       1  p,       2  ack,     3 


(family*)   1  ack,    2 


3 
3 

ing 

1  pack 

ing 

ack 

ing 

Sight  Words :  many,  they,  hear,  read,  live. 


SECOND  WEEK 
Phonograms :  u,  th. 

Blend  upon  the  Phonic  Charts:   ub,  ud,  ug,  um,  un,  up,  ut, 
uch,  uck,  uff,  uft,  ull,  ulk,  ult,  ump,  unch,  und,  ung. 
unk,  unt,  ush,  uss,  ust,  utch. 
eth,  ith,  oth,  uth,  thw,  thr. 

Wopds  illustrating  these  family  names  are  included  in  the 
Word  List.  See  Index,  page  201,  for  section  numbers  for  ii. 
See  Sections  :  165,  eth  ;  188,  ith ;  192,  oth. 

^Exceptions:  olt,  oil,  ost. 

Blend  upon  Phonic  Charts : 


bolt 
colt 
dolt 


jolt 
molt 


Poll 
doll 
moll 


roll 

droll 

troll 


cost 
lost 
frost 


most 
post 


Include  all  new  phonograms  in  the  daily  Chart  drill. 

The  sounds  should  be  given  softly  but  distinctly  in  the 
phonic  drill.  A  harsh,  explosive  utterance  destroys  the  purity 
of  sound,  encourages  false  enunciation,  and  renders  it  difficult 
to  blend  one  sound  with  another. 

The  drill  may  be  upon  one  vowel  by  proceeding  in  columns. 


Ex. 


slab,       si  ad, 


un, 


slap, 


in, 


slat, 


PHONICS   FOR   THIRD  MONTH 


71 


Upon  the  five  vowels  across  the  chart. 

Ex. 
Or, 

In  these  exercises,  one  initial  is  prefixed  successively  to  differ- 
ent family  names.  In  another  exercise,  the  family  name  is  the 
permanent  part  and  the  initial  is  changed. 


si 

am, 
ank, 

si 

em, 
end, 

slim, 

s. 

om, 
ock, 

sllum. 
_J 

bl 

bl 

bl|ind, 

bl 

bl|ush. 

Ex. 


ap, 


gap, 


ap, 


map, 


nap, 


rap, 


trap. 


Fill  a  section  of  the  blackboard  with  words  illustrating  the 
new  phonic  facts  and  drill.  Change  the  words  often,  that 
many  families  may  be  included.  Keep  words  containing  the 
different  sounds  of  ih  in  separate  columns. 

Ex.  thick  this 
thin  that 
think  them 

Sight  Words :  says,  said,  one,  two. 
Word  Exceptions:  put,  push,  bush. 

THIRD  WEEK 
Phonogram  :   wh. 

Blend :  Include  wh  among  the  initials  used  in  the  daily  drill. 
Place  the  letter  squares  w  and  wh  back  to  back.  Keep  them 
in  place  by  a  rubber  band.  Drill  from  the  Phonic  Charts : 


1   et, 
1   en, 

2 

2 

w 

et 
en 

3 
3 

et 
en 

4 
4 

wh 

et 
en 

w 

wh 

Compound  Words  and  Dissyllables. 

Combine  short  words  to  form  compound  words. 

Ex.  —  can-not,  rag-bag,  him-self,  sun-set,  tin-cup,  rob-in. 


72  MANUAL   OF   READING 

Require  the  initial  in  the  second  word  to  be  sounded  with 
the  family  name. 

Ex.  —  1  c,    2  an,    3  not,    4  cannot. 

Combine,  in   like   manner,  word  forms  and   family  names   to 
form  dissyllables.     Ex. — 

flannel  bantam  mastiff 

animal  canteen  pocket 

Sound  :     1  fl,     2  an,     3  nel,     4  flannel. 
1  an,  2  im,     3  al,       4  animal. 

If  a  tendency  to  guess  at  the  pronunciation  of  a  word  is 
shown,  reverse  the  order  of  sounding. 

Ex.     1  el,     2  annel,     3  flannel. 
1  al,     2  imal,       3  animal. 

Write  these  words  in  columns  on  the  blackboard  for  drill.     Re- 
arrange them  often  and  require  individual  work  in  sounding. 

FOURTH  WEEK 
Keep  all  facts  in  constant  review  in  the  daily  phonic  drill. 

REST  EXERCISES 

The  pupils  should  recognize  the  words  of  their  spoken  vocabu- 
lary as  they  are  formed  upon  the  Charts.  For  example,  in  the 
drill  slab,  slad,  slam,  slap,  slan,  slat,  slag,  pupils  should  name  the 
words  they  know ;  slam,  slap,  slat  will  be  recognized  by  most 
children,  a  few  will  know  slab,  not  many  will  know  slag.  No  at- 
tempt should  be  made  at  this  time  to  teach  the  unknown  words. 
The  exercise  is  given  in  order  to  make  the  association  between  the 
spoken  and  the  written  word.  It  is  not  given  to  add  to  the  vocab- 
ulary, although  in  time  the  vocabulary  is  increased  in  this  way. 

Word  exceptions :  pint,  puss. 


PHONICS  FOR   FOURTH   MONTH 


73 


PHONIC  FACTS  FOR  FOURTH  MONTH  OR  DIVISION 

I.    Simple  phonograms.  —  66,  oo,  ow,  ou,  x. 
II.    Blended  phonograms.  - 

Family  names.  — ax,  ex,  ix,  ox. 

aff,  aft,  ance,  anch,  ant,  ask,  asp,  ass. 

ood,  ook,  oot. 

ooch,  ood,  oof,  ool,  oom,  oon,  oop,  oor,  oost,  oot,  ooth. 

ow,  owl,  own. 

oud,  ound,  our,  out. 

III.  Short  Italian  a. 

IV.  Suffix  ed  where  a  syllable  is  added  and  no  change  is 
made  in  the  primitive  word. 

V.    Names  of  the  vowels. 

VI.    Effect  of  final  e  upon  the  next  preceding  vowel,  sepa- 
rated by  a  single  consonant. 

VII.    Sight  words.  —  papa,  mamma,  write,  school,  shine,  eyes, 
there,  was,  saw,  work,  four,  horse,  shoe,  watch. 
Kev  word :   May. 

SUGGESTIVE  NAMES 

ow,  ou.  —  The  hurt  or  crying  sound,  as  in  cow,  pout, 
oo. —  Twin  sounds,  as  in  book,  moon. 

PICTURE  CHART 


OW 


OU 


74  MANUAL   OF   READING 

SEAT  WORK 

(1)  Extend  the  name  cards  used  in  seat  work  last  month  to 
include  the  name  of  school,  town,  state,  names  of  teachers,  of 
streets  in  vicinity  of  school,  etc.     Give  variety  to  the  problem 
by  having  script  on  some  of  the  cards. 

(2)  Write  words  having  a  common  phonic  basis  in  a  column. 
Pupils  build  these  words  upon  the  desk  with  letters. 

(3)  Use  Word  Drill  Cards  (see  page  14)  for  silent  study. 

(4)  Pupils  should  read  silently  from  supplementary  readers. 

SPELLING 
Exercise  3.     Written  Spelling,  page  106. 

READING 

Finish  the  lessons  in  Book  One,  under  Reading  for  Third 
Month  and  begin  Reading  for  Fourth  Month,  pages  70-78. 
Continue  supplementary  reading. 

Make  the  ear,  eye,  and  voice  training  obtained  in  the  phonic 
drill  an  aid  to  reading.  Allow  no  hesitancy  or  guessing  over  a 
word.  If  it  is  not  recognized  at  once,  have  it  sounded  as  in 
the  phonic  drill.  Assist,  if  necessary,  by  writing  the  word 
on  the  board,  underscoring,  or  covering  and  uncovering  the 
parts,  as  they  are  given. 

Words  selected  from  advanced  reading  should  be  arranged  in 
families  upon  the  blackboard  and  sounded  as  in  the  Chart  drill. 
The  new  words  in  a  lesson  found  grouped  at  the  top  of  the 
page  in  the  reader  under  the  heading  " Blending  Drills"  should 
be  sounded  from  the  book  as  in  the  Chart  drill.  Do  not  attempt 
to  sound  the  sight  words  unless  they  contain  phonograms 
known  to  the  class.  When  this  is  so,  make  use  of  all  the  power 
it  possesses  to  sound  these  words. 

Insist  on  clearness  of  tone  in  both  reading  and  drill. 


PHONICS   FOR   FOURTH   MONTH 


75 


FIRST  WEEK 
Phonograms  :  6,  oo 

Blend:  ood,  ook,  oot. 

ooch,  ood,  oof,  ool,  oom,  oon,  oop,  oor,  oost,  oot,  ooth. 

Words  illustrating  these  family  names  are  included  in  the 
Word  List.  See  Index  for  section  numbers,  page  201. 

Short  oo  is  found  before  k  and  after  w ;  also  in  hood,  good, 
stood,  wood,  foot,  soot.  Otherwise  oo  has  its  long  sound. 

Drill  by  blending  successive  initials  with  ook  and  oom  on 
Phonic  Chart  No.  2. 


Ex.  1. 
3. 
5. 


book 
ook 


brook 


Also,  write  words  from  the  Word  List  in  columns  upon  the 
blackboard  to  be  sounded.  Particular  attention  should  be  paid 
to  words  containing  long  oo.  Broom,  room,  soon,  roof  are  often 
mispronounced. 

E  in  the  ending  ed,  after  t  or  c?,  is  vocal.  Affix  the  letter 
square  ending  ed  to  words  on  the  board  or  families  on  the 
Phonic  Charts  ending  in  two  consonants,  the  final  consonant 
being  t  or  d\  also  to  families  ending  in  oot  or  out.  Sound  : 


old 


isted 


unted 


ooted 


out 


Ing  is  also  to  be  affixed  to  families  containing  oo  or  ou. 


Ex.  — ook  ing 


oost in 


ing          outing          owl  ing 


Words  illustrating  ed  after  t  or  d  are  included  in  the  Word 
List.     See  Section  351- 


Sight  Words     papa,  mamma,  write,  school,  shine. 


76  MANUAL   OF   READING 

SECOND  WEEK 
Phonograms  :    ow,  ou,  a 
Blend:  owl,  own. 
oud,  ound,  our,  out. 
aff,  aft,  ance,  anch,  ant,  ask,  asp,  ass. 

Words  illustrating  these  family  names  are  included  in  the 
Word  List.  See  Index  for  section  numbers :  page  199,  a ; 
Section,  231  ow;  Section,  233  ou. 

The  consonant  combinations,  ff,  ft,  ss,  s£,  sk,  sp  (occa- 
sionally nee  and  nt),  requiring  short  Italian  a,  are  not  easily 
distinguished  by  a  child  from  those  requiring  short  a.  The 
teacher  should  give  the  correct  vowel  sound  as  the  phonograms 
are  presented.  The  pupils  will  get  it  by  imitation.  The  habit 
of  correct  pronunciation  will  be  secured  by  watchfulness  on 
the  teacher's  part  as  the  words  occur  in  the  reading  and  drill. 
Drill  by  blending  successive  initials  with  the  first  seven  family 
names  in  the  first  column  on  Phonic  Chart  No.  2. 

Drill  upon  ow  and  ou  by  blending  initial  combinations  with 
ow,  out,  oud,  ound  on  Phonic  Chart  No.  2.  Avoid  forming 
words  with  ow  that  take  the  sound  of  long  o ;  as  blow,  show, 
crow,  etc. 

Sight  Words:  work,  was,  saw,  eyes,  there. 

THIRD  WEEK 
Phonograms  :  a,  e,  I,  5,  u. 
Impress  by  frequent  reviews  the  fact  that 

a  says  a,  its  name  is  a 

e  "  e,  "  "  "  e 
i  «  i,  «  "  "  I 
o  "  6,  "  "  "  6 
u  "  u,  "  "  "  u 


PHONICS   FOR   FOURTH   MONTH  77 

Final  e  makes  a  preceding  vowel  separated  by  a  single  con- 
sonant tell  its  name ;  as,  cake,  here,  mile,  tube.  It  also  affects 
a  followed  by  st ;  as,  paste,  waste.  Knowledge  of  this  effect 
of  final  e  will  give  power  to  sound  such  words  as  core,  fire, 
pure,  etc.,  although  the  child,  at  this  time,  is  not  familiar  with 
the  sound  of  or,  ir,  and  ur.  Final  e  is  silent  except  when  there 
is  no  other  vowel  present  in  a  word  ;  as,  me,  be,  she. 

SUGGESTIONS  FOR  TEACHING  THE  EFFECT  OF  FINAL  E 
UPON  A  PRECEDING  VOWEL 

The  teacher  writes  the  vowels  in  a  column  upon  the  board. 
As  she  writes,  she  obtains  the  sound  of  each  letter  from  the 
class.  Over  the  columns,  she  writes  the  sight  word  says. 
Referring  to  a,  she  says:  "This  letter  says  a;  its  name  is  a." 
She  refers  to  each  vowel  in  turn,  telling  what  it  says  and 
giving  its  name.  Of  the  names,  as  she  tells  them,  she  forms  a 
second  column  to  the  right  of  the  first.  Over  this  she  places 
the  sight  word  name.  She  tests  the  class  thoroughly,  asking 
of  each  letter:  "What  does  this  letter  say?  What  is  its 
name?"  This  exercise  forms  a  part  of  several  recitations. 
When  the  pupils  are  sure  on  this  point,  the  teacher  brings 
out,  by  questioning,  the  fact  that  little  children  obey  not 
only  father  and  mother  but  also  their  older  brothers  and 
sisters.  Pointing  to  e  in  the  column  of  names,  she  says : 
"We  will  call  this  letter  a  big  brother  letter.  These  (refer- 
ring to  the  vowels  in  the  first  column)  mind  him.  He  likes 
to  hear  them  tell  their  names  and  that  is  what  they  do  when 
he  is  near.  What  (writing  at)  does  this  say?  This  (showing 
ending  letter-square  e)  is  the  big  brother  letter.  When  I  place 

it  after  at  (forming  atQ      )  a  must  tell  its  name  because  e  makes 


it  do  so.      Sound:   1,  at;  2,  atQ      .     We  cannot  hear  e  speak 


(final  e  is  silent)."     The  teacher  writes  it*  ot,  ut.     In  each  case, 


78 


MANUAL   OF   READING 


after  the  phonogram  has  been  sounded,  she  shows  the  effect 
of  final  e,  upon  the  vowel  by  affixing  e  and  requiring  a  second 
sounding.  Many  other  phonograms  are  written  and  sounded 
in  the  same  way. 

Drill  from  the  Phonic  Charts. 

The  class  should  give  the  short  vowel  sound  as  the  teacher 
indicates  the  family,  and  the  long  vowel  sound  as  she  places  the 


ending  ; 
ab     ab 
ad     ad 
am  am 
ap     ap 
an     an 
at      at 

as, 

1,  ab  ; 
eb 
ed 
em 

V 

ibe 

Proceed  in  columns, 

e 

ebe         ib     ib 

e 

ob  ob 
od  od 
om  om 
op  op 
on  on 

e 

ub  ub 
ud  ud 
um  um 

e 

ed  i 
em  i 
ep  i 
en  i 

et  i 

d     id 
m  im 

P     ip 
n     in 

t      it 

e 

e 

e 

e 

e 

e 

e 

Q 

V 

e 

e 

ep 
en 

e 

e 

g 

up  up 
un  u.n 
ut  ut 

e 

e 

e 

e 

A 
\j 

e 

e 

et 

e 

g 

ot  ot 

G 

e 

or  across  the  chart,  taking  each  vowel  in  turn. 

(a)  Avoid  at  this  time  the  use  of  e  after  g ;  as  ag 

(£)  One  is  pronounced  wun  unless  the  initial  is  present,  as 
in  cone,  drone,  stone. 

(e)  In  many  short  e  families,  e  is  prefixed  instead  of  affixed 
and  the  digraph  ee  is  formed. 

Sight  Word:  four. 
Word  exception:  one. 

FOURTH  WEEK 
Phonogram:  x 

Blend  ax,  ex,  ix,  ox,  ux. 

Words  illustrating  these  family  names  are  included  in  the 
Word  List.  See  Sections  323,  325,  326,  327. 


PHONICS   FOR   FOURTH   MONTH 


79 


In   monosyllables   x   is   an   equivalent   of  cks   or   ks.      Drill 
from  the  Phonic  Charts  and  give  contrasted  words  for  sounding. 

Ex.  —  tacks         picks         backs         locks 
tax  six  box  fox 

Drill  from  the  blackboard  on  the  effect  of  final  e : 
Write    a   short  vowel  and   a  long   vowel   family  upon    the 
board,  thus :  — 

an  ane 

and  form  words  by  prefixing   letter  squares  to  each  family, 
as,— 


can 


man 


pan 


cane 


m  ane 


pane 


Use  the  five  vowels  and  many  different  families  in  this  drill. 

Arrange  words  on  the  blackboard  to  illustrate  the  change  to 
the  long  vowel  sound : 

cap  pin  Tom  mad  cub 

cape  pine  home  made  cube 

Words  illustrating  the  effect  of  final  e  are  included  in  the 
Word  List.  See  Index  for  section  numbers :  page  199,  a ; 
page  200,  e ;  page  200,  I ;  page  201,  6 ;  page  201,  u. 

Sight  Words:  horse,  shoe,  watch. 


80  MANUAL   OF   READING 


PHONIC    FACTS    FOR   FIFTH  MONTH  OR  DIVISION 

I.    Simple  phonograms.  —  v,  oi,  oy. 
II.    Blended  phonograms.  — 

Endings  —  by,  dy,  ly,  my,  ny,  py,  ry,  sy,  ty,  zy,  y. 

ble,  die,  fle,  gle,  pie,  zle,  tie. 
Family  names  —  ar,  are,  av,  ave,  arb,  arch,  ard,  arf,  ark,  arl, 

arm,  arn,  arp,  arse,  arsh,  art,  arve. 
er,  ere,  ev,  eve,  erb,  erd,  erk,  erm,  era,  erse,  ert,  erve. 
ir,  ire,  iv,  ive,  ird,  irk,  irl,  irp,  irst,  irt. 
or,  ore,  orch,  ord,  ork,  orm,  orn,  orp,  orse,  ort. 
ur,  ure,  urd,  url,  urn,  urse,  urt,  urve. 
oy,  oil,  oin,  oint,  oise,  oist. 

III.  Two  sounds  of  y  not  initial;  also  of  ie  final. 

IV.  Effect  of  double  consonants  upon  a  preceding  vowel. 
V.    The  digraph  ow. 

VI.    Suffix  er. 
VII.    0  like  short  u. 

VIII.  Sight  words.  —  all,  walk,  know,  meadow,  could,  would, 
should,  laugh,  music,  Santa  Claus,  Christmas,  young,  again. 

SUGGESTIVE  NAMES 

v..  —  The  sound  of  the  electric  car  or  that  made  by  flying 
insects,  as  in  vest,  voice. 

oy,  oi.  —  Two  jolly  or  happy  letters,  as  in  joy,  boil. 

Show  that  in  sounding  v  the  lips  and  teeth  are  placed  in  posi- 
tion to  form/;  v  has  tone  but  /  has  none. 

Require  the  pupils  to  move  the  lips  when  sounding  oy 
and  oi. 


PHONICS   FOR   FIFTH   MONTH 
PICTURE  CHART 


81 


01 


SEAT  WORK 

1.  Give  much  opportunity  for  silent  reading  in  Book  One 
and  in  supplementary  reading. 

2.  Continue  the   exercises  of  previous  months.     Vary  the 
work  by  having  the  pupils  write  the  words  and  phonograms 
upon  the  blackboard. 

3.  Rule  the  back  of  a  stout  manila  envelope  into  at  least 
twenty-seven  even  spaces.     Write,  or  paste  in  print,  the  letters 
of  the  alphabet  in  the  spaces  —  one  letter  in  each  space.     Place 
fifty-two  small  square  cards  containing  four  alphabets  (use  both 
sides  of  a  card),  two  script  and  two  print,  in  the  envelope. 
Provide  an  envelope  for  each  child  engaged  in  seat  work.     In 
the  twenty-seventh  space  write  the    number  of  the  envelope, 
and    number  each    small    card    to   match.       This  will    aid   in 
replacing  misplaced   material.      Each   child  is  to  arrange  the 
letters  of  the  alphabet  upon  the  desk  in  order.      At  first  he 
uses  the  back  of  the  envelope  as  a. guide,  later  he  should  place 
them  from  memory.     An  alphabet  of  mixed  letter  forms  should 
not  be  accepted.      For  example,  if  the  teacher  calls  for  the 
small  print,  no  other  letter  form  should  be  used  in  placing  the 
alphabet ;  if  she  calls  for  capital  script,  each  letter  should  be 
in  this  form. 


82  MANUAL  OF   READING 

SPELLING 
Exercises  3  and  4,  Written  Spelling,  page  106. 

READING 

Finish  the  lessons  in  Book  One  under  Reading  for  Fourth 
Month,  and  begin  Reading  for  Fifth  Month,  pages  99-124. 
Continue  supplementary  reading. 

FIRST  WEEK 
Phonograms  :  oy,  oi,  6w. 

Blend:  oil,  oin,  oint,  oise,  oist. 

own,  owl,  owth. 

Words  illustrating  these  family  names  are  included  in  the 
Word  List.  See  Section  239,  oy ;  Section  240,  oi ;  Section 
232,  6w. 

Drill  by  blending  successive  initials  with  oy,  oil,  oin 
upon  Phonic  Chart  No.  2.  Also  write  words  upon  the 
blackboard  for  sounding.  Select  these  from  the  Word  List. 

The  digraph  ow  has  the  sound  of  long  o.  Call  words 
containing  it  o  words,  and  refer  to  them  by  this  name  when 
the  child  hesitates  as  to  which  sound  of  ow  is  required. 
The  use  of  the  word  in  the  sentence  will  often  guide  him 
to  the  correct  pronunciation.  As  the  words  occur  in  the 
reading  or  conversational  lessons,  place  them  on  the  board 
and  give  daily  drill.  Contrast  this  list  with  one  containing 
the  diphthong  ow. 

Ex.  —  crow  brown 

blow  town 

snow  crown 

Keep  all  facts  in  constant  review  by  a  brisk,  daily  drill 
from  the  Phonic  Charts. 

Sight  Words :  all,  walk,  know,  meadow. 


PHONICS   FOR   FIFTH  MONTH  83 

SECOND  WEEK 
Phonograms :  ar,  er,  ir,  or,  ur,  v. 

Blend:  ar,  are,  arb,  arch,  ard,  arf,  ark,  arl,  arm,  arn,  arp,  arse, 
arsh,  art,  arve. 

er,  erb,  erd,  erk,  erm,  ern,  erse,  ert,  erve. 
ir,  ird,  irk,  irl,  irp,  irst,  irt. 
or,  orch,  ord,  ork,  orm,  orn,  orp,  orse,  ort. 
ur,  urd,  url,  urn,  urse,  urt,  urve. 

Words  illustrating  these  family  names  are  included  in  the 
Word  List.  See  Index  for  section  numbers,  page  199. 

A  in  ar  is  long  Italian ;  as,  arm.  This  sound  of  a  is  also 
heard  in  aim,  alf,  alve.  (Z  in  these  phonograms  is  silent.)  The 
sound  of  long  Italian  a  is  also  given  to  au  followed  by  n ;  as, 
aunt.  Do  not  require  the  child  to  learn  these  facts.  Give  him 
the  correct  pronunciation  when  he  uses  the  words. 

Er  and  ir  are  identical  in  sound,  differing  somewhat  in  care- 
ful speech  from  ur.  Blend  the  ending  er  with  families  ending 
in  two  consonants  or  containing  two  vowels. 

Or  is  like  ar  in  warm. 

Teach  these  vowel  sounds,  except  a  in  ar,  not  as  new  sounds, 
but  as  the  familiar  short  vowel,  modified  by  r  and  not  to  be 
separated  from  it. 

Drill  by  blending  successive  initials  with  these  phonograms 
on  Phonic  Chart  No.  3.  Also  by  sounding  words  gathered  from 
readers  or  from  the  Word  List. 


Final  e  does  not  affect  the  sound  of  a  in  ar ;  as,  ar  e 


care 


This 


Placing  the  initial  develops  circumflex  a;  as, 

modification  of  sound  arises  from  the  influence  of  r  following, 
rendering  its  teaching  as  a  new  sound  unnecessar}^  Final  e 
changes  e  in  er  to  circumflex  e  (identical  with  a  in  care);  as, 
ere.  Different  initials  require  varying  sounds  to  be  given  to  ere. 


84  MANUAL   OF   READING 

W  requires  the  true  sound  of  er\  as,  were.  Wh  and  ih  require 
circumflex  e  ;  as,  where,  there.  Other  initials  require  long  e ; 
as,  here,  mere.  Drill  from  the  charts,  making  use  of  initial  and 
ending  letter  squares  in  building  the  words;  as,  1,  er;  2,  ere 


3, 


ere 


ther 


were 


her 


Sight  Words:  could,  would,  should., 

THIRD  WEEK 

Phonograms  :  y,  y,  le,  le 

Words  illustrating  these  phonograms  are  included  in  the 
Word  List.  See  Sections  365,  y ;  366,  y  ;  364,  le  ;  363,  le. 

In  monosyllables,  y  final  has  the  sound  of  long  i. 

Ex.  —  cry,  dry,  by,  my.  Exceptions  are  found  when  y  forms  a 
diphthong  or  digraph  with  a  preceding  vowel ;  as,  boy,  they,  say. 

In  many  words  of  more  than  one  syllable,  y  final  has  the 
sound  of  short  i ;  as,  funny,  lady,  happy.  Present  these  facts 
as  follows  :  y  at  the  end  of  a  short  word  says  I ;  at  the  end  of  a 
long  word  it  says  i. 

T  final  in  a  long  word  is  usually  sounded  with  the  preceding 
consonant,  as  shown  in  the  column  of  endings  on  Phonic  Chart 
No.  3.  The  pronunciation  is  short  and  crisp  —  bi,  ri,  ti,  etc. 
Avoid  at  this  time  the  use  of  the  endings  cy  and  gy.  Drill 
upon  the  endings  from  the  chart  and  add  them  to  known 
words  or  word  forms  capable  of  taking  them.  Write  words 
illustrating  the  two  sounds  of  y  final  in  columns. 

Ex.  —  cry  funny 
dry  Henry 
fly  happy 

Require  the  class  to  note  the  length  of  word  and  the  sound  of 
y  in  each  column. 


PHONICS   FOR   FOURTH  MONTH 


85 


In  short  words,  i  in  ie  final  is  long ;  as,  pie,  die. 
In  long  words,  i  in  ie  final  is  short ;   as,  Nettie,  Jamie.     Illus- 
trate on  the  blackboard  by  words  in  columns  as  above. 

Sight  words  :  laugh,  music,  young. 


FOURTH  WEEK 
Phonogram:  6 

Words  illustrating  this  sound  of  o  are  included  in  the  Word 
List.  See  Index  for  section  numbers,  page  199. 

0  often  has  the  sound  of  short  u  before  ra,  n,  or  v\  as, 
come,  won,  love.  In  some  words,  o  in  0^  and  or  final  has  this 
sound,  or  it  is  made  so  slight  that  it  is  scarcely  heard ;  as, 
wagon,  color. 

Many  of  these  words  may  be  included  in  the  drill  on  excep- 
tions from  the  Phonic  Charts: 


st 

ove 
ove 
ove 

cl 

ove 
ove 
ove 

cl 

oth 
oth 
oth 

gr 

gl 

fr 

1 

d 

m 

broth 
br  oth  er 


moth 


Double  consonants  make  the  preceding  vowel  short. 

Exceptions :  a  before  ss  and  ff  has  the  short  Italian  sound  ; 
as,  class,  staff ;  before  ZZ,  in  the  same  syllable,  it  is  broad,  as 
in  all.  0  followed  by  II  is  long  in  some  words ;  as,  roll.  U 
followed  by  U  sometimes  has  the  sound  06,  as  in  pull. 

(a)  Place  a  vowel  letter  square  in  conjunction  with  an  end- 
ing containing  a  double  consonant  on  Phonic  Chart  No.  3. 
The  short  sound  of  the  vowel  is  to  be  given  when  the  double 
consonant  is  seen.  Sound  1,  bble  ;  2,  abble.  The  long  vowel 
is  to  be  given  as  the  letter  square  is  shifted  to  hide  one  of  the 


86  MANUAL   OF   READING 


double  consonants:  3,      able.     Include  all  these  endings  and 


the  five  vowels  in  this  drill.  The  drill  should  be  rapid,  clear- 
cut,  accurate.  The  teacher  should  use  the  pointer  to  indicate 
the  ending  to  be  used ;  the  pupils  should  sound  as  she  places 
the  vowel  letter  square  before  it.  They  should  sound  again  as 
she  shifts  the  square  to  cover  or  uncover  the  double  consonant. 
Both  individual  and  concert  drill  should  be  used. 

To  vary  the  drill,  after  a  combination  has  been  sounded,  call 
for  words  in  which  it  is  heard.  Ex.  —  addle  will  make  the 
pupils  think  of  paddle,  saddle,  straddle,  etc. ;  able  will  make 
them  think  of  table,  stable,  gable. 

Sound  words  containing  double  consonants ;  as,  running, 
pinning,  popping,  happy,  cattle.  Pupils  should  note  the  vowel 
sound  before  the  double  letter. 

See  Word  List,  Sections  354,  355,  356. 

Arrange  words  for  blackboard  drill :  — 

pin  mat  hop  cut 

pine  mate  hope  cute 

pinning         matting          hopping          cutting 

Sight  Words:  Santa  Glaus,  Christmas. 


PHONICS   FOR   SIXTH   MONTH  87 

PHONIC   FACTS  FOR   SIXTH  MONTH  OR  DIVISION 

I.    No  new  phonic  facts  are  developed  in  this  month.     Re- 
view thoroughly  all  previous  facts. 

II.  Sight  Words:  buy,  who,  guess,  word,  large,  Mrs.,  caw, 
view,  head,  ears,  once. 

III.    Teach  the  names  of  the  consonants. 

SEAT  WORK 

1.   Continue  silent  reading. 

Hectograph  upon  manila  card  words  that  the  pupils  can 
sound.  Cut  into  single  word  cards.  Give  each  child  a  large 
handful.  Write  short  sentences  upon  the  blackboard. 

Ex.  —  (1)  I  can  run. 

(2)  I  like  my  baby  sister. 

(3)  My  cat  likes  to  jump. 

Pupils  build  these  sentences  on  the  desk  with  word  cards. 

This  is  an  opportunity  for  original  language  work.  For  ex- 
ample, the  child  cannot  find  the  word  sister  among  the  cards 
on  his  desk  with  which  to  complete  the  second  sentence.  The 
teacher  suggests  that  another  word  could  be  used.  The  child 
selects  brother.  His  sentence  reads :  I  like  my  baby  brother. 
Or,  in  building  the  third  sentence  he  fails  to  find  likes  among 
his  cards.  When  the  teacher  suggests  using  another  word, 
he  finds  tries,  and  completes  the  sentence :  My  cat  tries  to 
jump. 

Before  the  end  of  the  year,  the  pupil  will  readily  build 
original  sentences  without  aid  or  suggestion  from  the  teacher. 

SPELLING 

Exercises  3  and  4.     Written  Spelling,  page  106. 
Exercise  1.  Chart  Spelling,  page  108. 


88  MANUAL   OF   READING 

READING 

Finish  Reading  for  Fifth  Month,  Book  One,  pages  99-124. 
Begin  Reading  for  Sixth  Month,  Book  Two,  pages  1-24.  Con- 
tinue Supplementary  Reading. 

The  pupils  should  learn  to  group  words  as  they  read,  to  show 
that  they  have  gained  arid  are  able  to  express  the  thought  of 
the  sentence.  They  should  also  learn  to  group  sentences  in 
order  to  get  and  express  the  thought  of  the  story.  It  is  a  good 
plan  for  the  teacher  to  read  a  selection  aloud  before  it  is  read 
by  the  class,  in  order  that  each  child  may  think  beyond  the 
sentence  and  grasp  the  thought  of  the  story  as  a  whole.  To 
accomplish  this,  the  selection  must  be  read  by  the  teacher  im- 
pressively with  appreciation  of  the  insight  her  reading  is  to 
give  the  pupils.  They  should  be  encouraged  to  talk  about  the 
story,  to  tell  how  they  would  act  under  the  circumstances,  and 
to  express  their  opinion  of  the  characters.  Then  when  the 
selection  is  read  as  a  class  exercise,  the  interest  that  has  been 
aroused  will  help  in  obtaining  intelligent,  thoughtful  reading. 
Good  expression  is  not  difficult  to  obtain  if  the  phonic  problems 
of  the  page  can  be  solved  readily,  if  the  reader  enters  actively 
into  the  spirit  of  the  selection,  and  if  he  has  been  taught  to  ex- 
press this  as  he  reads.  This  does  not  mean  that  the  teacher 
is  to  read  every  selection  aloud  before  it  is  read  by  the  class,  or 
that  the  pupil  is  to  imitate  mechanically  her  manner  of  speaking 
the  words.  It  does  mean  that  she  should  make  sure  that  he 
understands  each  story  as  a  whole,  and  that  he  knows  how  to 
give  expression  to  the  emotions  it  arouses. 


PHONICS   FOR   SEVENTH   MONTH  89 


PHONIC  FACTS  FOR  SEVENTH  MONTH  OR  DIVISION 

I.    Simple  phonograms  :  y  initial ;  a  after  w  ;  equivalents  of 
#,  i,  e,  o  ;   c  and  g  before  £,  i,  or  y. 

II.    Blended  phonograms  :  ed  final  after  any  consonant. 
III.    Sight   Words:     wolf,    Alice,    lambs,    want,    door,  stalk, 
heart,  through. 

SEAT  WORK 

Continue  work  of  Sixth  Month. 

Continue  silent  reading  from  supplementary  primers. 

SPELLING 

Exercise  1.    Blackboard  Spelling,  page  106. 
Exercise  1.   Chart  Spelling,  page  108. 

READING 

Finish  reading  for  Sixth  Month.  Begin  reading  for  Sev- 
enth Month.  Continue  supplementary  reading.  . 

FIRST  WEEK 
Phonograms  :  y  initial ;  a  after  w 

See  Word  List,  Section  367,  for  words  illustrating  y  initial. 

W  is  one  of  the  three  powerful  letters  of  the  alphabet. 
Two  of  these  have  been  presented  and  their  effect  upon  a  pre- 
ceding vowel  noted  :  in  the  fourth  month,  e  was  seen  to  make 
a-  preceding  vowel,  separated  by  a  single  consonant,  long.  In 
the  fifth  month  r  was  seen  to  modify  the  sound  of  an  immedi- 
ately preceding  vowel.  Short  a  preceded  by  w  has  the  sound 

of  short  o.     Place  the  letter  square     w!  before  short  a  families 
on  the   Phonic  Charts,  noting  the  change  in  vowel  sound  as 


90  MANUAL   OF   READING 


the  initial  is   placed.     Sound:   1,  ab ;  2,   |   wab.     1,  atch ;    2, 


atch.     Exceptions  are  wag,  wax.     These  should  be  included 

in  the  drill  on  exceptions. 

When  t  or  d  precedes  ed  final,  e  is  vocal  and  a  syllable  is 
added ;  otherwise  e  is  silent  and  the  number  of  syllables  is  not 
increased. 

SUGGESTIONS  FOR  TEACHING  THE  SOUND  OF  ED  FINAL 
AFTER  ANY  CONSONANT 

How  many  of  these  boys  and  girls  like  to  go  to  town  ?  Do 
you  ever  go  alone  ?  Why  not  ?  Why  must  some  older  person 
go  with  you?  Think  of  ways  to  go  to  town.  We  walk.  We 
drive.  We  ride  on  the  steam  cars.  We  can  ride  on  the  electrics. 

When  in  the  car,  do  you  talk  to  the  people  you  see  there? 
Why  not  ?  If  you  should  see  a  friend  sitting  beside  you,  some 
one  whom  you  know  very  well,  would  you  talk  to  him  ?  These 
(writing  ed)  letters  ride  in  word  electric  cars.  Let  us  play 
that  this  word  (writing  planted)  is  the  car.  We  will  play  that 
each  letter  is  a  person  sitting  on  the  long  seat.  Quite  at  the 
end  of  the  car  near  the  door  I  see  ed.  This  is  another  car 
(writing  handed).  Do  you  see  ed?  Where  is  it?  Touch  it. 
The  letter  e  makes  us  think  of  a  child  in  a  car.  It  does  not 
speak  to  the  strangers  there.  It  has  two  friends  who  some- 
times ride.  They  are  t  and  d.  Whenever  you  see  t  or  d  be- 
side edi  you  will  hear  e  say  e.  Look  at  this  word  (planted). 
What  letter  is  beside  e?  Is  t  one  of  e's  friends?  Yes,  sound 
the  word,  and  you  will  hear  e's  voice :  pl-ant-ed,  planted. 

In  the  next  word  handed,  d,  his  other  friend,  is  beside  ed. 
Sound  and  you  will  hear  e's  voice  h-and-ed,  handed.  Look  at 
this  word  (smelled).  I  see  ed.  Do  you  see  t  or  d  beside  e  ? 
Then  when  we  sound  the  word  we  will  not  hear  e's  voice. 
Sound  :  sm-elled,  smelled. 


PHONICS   FOR   SEVENTH   MONTH  91 

Present  ed  words  in  two  lists :  — 

hunted  killed 

planted  lived 

crowded  barked 

Lead  the  class  to  see  that  e  is  vocal  in  the  first  list  because 
either  t  or  d  is  present  before  ed.  In  the  second  list,  ed  is  not 
preceded  by  t  or  d,  and  e  is  silent.  Sound :  1,  h ;  2,  unt ; 
3,  ed  ;  4,  hunted.  1,  k  ;  2,  illed  ;  3,  killed. 

Affix  the  letter  square  ending  ed  to  families  on  the  Charts, 
noting  the  presence  or  absence  of  t  or  d  and  the  vocal  or 
silent  e.  Drill  as  rapidly  as  possible  (without  sacrificing 
accuracy  to  speed),  in  order  to  sharpen  the  children's  eyes 
and  render  them  quick  in  making  a  decision. 

Drill  from  the  Charts  should  include  all  families  that  do 
not  consist  of  a  single  vowel  followed  by  a  single  consonant. 

SECOND  WEEK 

Endings  :  ed,  ing,  er  added  to  families  in  which  a  single 
vowel  is  followed  by  a  single  consonant. 

See  Word  List,  Sections  357,  358,  359,  for  derivatives  formed 
in  this  way. 

Write  words  in  columns  upon  the  blackboard  :  — 

hate  whine  tune  hunt 

bake  robe  tube  boil 

spice  yoke  seed  look 

Add  the  ending  ed  to  each  word  by  means  of  the  letter  square 
Sound  the  first  word.     Repeat  the  sounding  as  the  letter 


square  is  placed  to  form  the  derivative.     Example  :  — 


1,  li ;   2,  ate  ;    3,  hate.      1,  h  ;    2,  ated 


3,  hated 


In   this   way  sound  each   word.     Form  derivatives   ending 


92 


MANUAL   OF   READING 


in  ing  and  er  by  placing  the  letter  squares 


and 


in  po- 


sition.    Sound  as  indicated  above. 

Lead  the  class  to  see  the  following  facts:  — 

(a)  That  e  final  of  the  stem  is  displaced  or  covered  by  the 
ending. 

(5)  When  e  final  is  not  present,  no  letter  is  displaced  or 
covered ;  the  ending  is  placed  after  the  word. 

(<?)  That  the  vowel  sound  in  the  derivative  is  the  same  as 
that  in  the  primitive  word. 

(cT)  When  the  vowel  in  the  derivative  is  not  followed  by  a 
double  letter  (or  two  consonants),  it  tells  its  name. 

Drill   from   the   Phonic    Chart.       Develop    the    long   vowel 

by  affixing   the  letter  square   e       to  families  ending  in  one 
consonant  before  using  the  other  endings, 
in  position, 


Keep 


Cover  it  with 


to  form  a  family 


ending  in  ed.      Cover  it  with   ing    to   form    a  family  ending 
in   ing,  with    er      to   form  a  family  ending  in  er.     Keep  in 

mind  that  e  of  the  stem  is  displaced  or  covered  by  the  vowel 
of  the  ending. 


Ex. — 1,  at;  2,  ate      ;  3,  ated    ;  4,  at  ing  ;  5,  ater 


Drill   from    Phonic   Chart  No.    3,   using  the   endings  with 
family  names  that  end  in  e.     Sound  :  — 


1, 

a 

bble;    2,       abl 

Died    ;   3, 

able; 

4,       a 

bl 

ed 

Arrange  words  for  drill  : 

pin 

pine 

hop 

hope 

pinned               pined 

hopped 

hoped 

pinning             pining             hopping 

hoping 

pinner               piner 

hopper 

hoper 

PHONICS   FOR   SEVENTH   MONTH  93 

Require  individual  recitations  ;  the  goal  is  individual  power. 
The  daily  drill  from  the  charts  should  illustrate  every  com- 
bination in  turn. 

Test  the  child's  power  to  find  out  new  words  by  present- 
ing words  of  several  syllables  to  be  sounded ;  as,  — 

understand,  understanding,  flattering. 

Sight  Words  :  wolf,  Alice,  lambs. 

THIRD  WEEK 
Phonograms :  Equivalent  Charts  a,  e,  i,  o 

Words  illustrating  the  phonograms  upon  the  Equivalent 
Charts  are  included  in  the  Word  List.  See  Index  for  section 
numbers  :  page  199,  a ;  page  200,  e,  i ;  page  201,  o. 

The  Equivalent  Charts  (see  page  12)  illustrate  the  fact 
that  much  may  be  learned  through  association.  They  are  to 
be  used  in  teaching  the  vowel  equivalents  and  digraphs.  Keep 
them  within  easy  view  and  touch  of  the  class.  Lead  the  child 
to  see  that  the  phonograms  grouped  on  each  chart  have  the 
sound  of  the  indicated  vowel.  Refer  to  the  charts  when  hesita- 
tion is  shown  over  a  word  containing  one  of  these  phonograms. 
Do  not  require  the  groupings  to  be  committed  to  memory. 

SUGGESTIONS  FOR  PRESENTING  VOWEL  EQUIVALENTS 

Whose  house  is  that  across  the  street  ?  How  do  you  know 
that  it  is  Mr.  Smith's  house?  (His  name  is  on  the  door.) 
Who  lives  with  Mr.  Smith  ?  (His  children  live  with  him.) 
Tell  me  their  names.  (Teacher  writes  them  on  the  blackboard 
as  they  are  given.)  The  pupils  note  that  Smith  is  written  with 
each  name.  The  class  decides  that  each  one. of  Mr.  Smith's 
children,  if  asked  his  name,  would  say  Smith.  It  is  just  so  with 
Mr.  Brown's  children.  Each  one  has  Brown  for  his  name,  etc. 


94  MANUAL   OF   READING 

This  card  (presenting  Equivalent  Chart  No.  1)  is  A*s  house. 
A  is  in  the  circle  just  as  Mr.  Smith's  name  is  on  the  door. 
These  (pointing  to  equivalents)  live  in  A*s  house.  They  say  a 
just  as  Mr.  Smith's  children  say  Smith. 

This  (presenting  Equivalent  Chart  No.  2)  is  j^'s  house,  and 
these  (pointing  to  equivalents)  live  with  e.  They  say  e. 
Charts  3  and  4  are  presented  in  the  same  way. 

Find  this  (writing  eigJi)  on  the  charts.  What  does  it  say  ? 
Sound  (writing  weigh).  Pupils  sound  :  w-eigh,  weigh.  Teacher 
writes  eight.  Pupils  sound  eigh-t,  eight.  Teacher  writes  freight, 
weight,  neighbor,  etc.  Pupils  sound  and  pronounce  the  words. 

Write  several  equivalents  and  digraphs  on  the  blackboard. 
Ex.  —  eigh,  oa,  igh,  ey,  ea. 

Require  the  child  to  find  them  on  the  Equivalent  Charts  and  to 
tell  what  each  one  says;  thus,  "This  (pointing  to  eigh)  is  on 
A's  card;  it  says  a.  This  (oa)  is  on  0's  card;  it  says  0." 

Write  lists  of  words  to  be  sounded,  selected  from  those  in 
common  use  or  from  advance  reading. 

Ex.  —  play         eight  eat  coat          high 

say  weight         meat          goat          bright 

day  freight         mean         road          night 

Sound:   1,  pi ;   2,  ay  ;   3,  play;   1,  br ;   2,  ight;  3,  bright. 
Ea  takes  both  the  long  and  the  short  sounds  of  e. 
Give  drill  similar  to  that  indicated  for  ow. 
Ex.  —  neat  head 

heap  thread 

The  equivalents  upon  Phonic  Chart  No.  2  should  be  included 
in  the  general  drill  from  the  charts  in  which  words  are  formed 
by  means  of  letter  squares ;  as  - 


pail,   Jay,      Sleigh,      high, 


f  east, 


roar 


Sight  Words:  want,  door,  stalk,  heart,  through. 


PHONICS   FOR   SEVENTH   MONTH  95 

FOURTH  WEEK 
Phonograms  :   5,  g 

Words  illustrating  these  phonograms  are  included  in  the 
Word  List.  See  Index  for  section  numbers  :  page  203. 

The  sounds  of  $  and  g  are  somewhat  like  the  names  of 
these  letters.  It  may  help  the  pupil  to  remember  these  sounds 
if  it  is  said  that,  like  the  vowels,  they  tell  their  names  when 
followed  by  e.  They  also  do  this  when  followed  by  i  and  y. 

Ex.  —  spice  excite  fancy 

George         ginger 

Drill  from  the  Phonic  Charts  upon  $ : 
Sound :    1,   am ;    2, 


Egypt 


am.       1,  em ;     2,         c  em.     1,    im ; 


1,  om  ;    2,       c  om.      1,  um  ;    2, 


cum, 


Include  the  following  drills  : 
1,  ack  ;    2,  ac 


1,  ick  ;    2,  ice 


1,  anch  ;  2,  anc 


1,  ench ;  2,  ence 


1,  uck ;    2,  uce 


1,  inch  ;   2,  inc  e 


1,  onch;    2,  one 
lik  k.) 


1,  unch;    2,  unce 


(C%  in  onch  is 


Give  the  following  drills  upon 


Sound  :   1,  an  ;   2,      g  an.     1,  en  ; 

2,      gen.    1,  in;  2,      gin 

1,  on  ;   2,       g  on.     1,  tin  ;    2,       g  UE 

. 

1,  ag;    2,  age 

.     1,  og;    2,  oge     . 

1,  ug  ;    2,  ug  e     . 

1,  ang  ;    2,  ang 

e     .     1,  ing;    2,  ing 

re     .     1,  ong;    2,  onge 

;   5,  udge. 

1,  ling-;  2,  ung 

3       . 

1,  adge  ;   2,  edge  ;  3,  idge  ;  4,  odge 

Include  cy  and  gy  in  the  drill  on  endings. 


96  MANUAL   OF    READING 


PHONIC  FACTS  FOR  EIGHTH  MONTH  OR  DIVISION 

I.    Simple  phonograms.  — aw,  au,  ui,  ew. 
II.    Blended  phonograms.  —  ar,  preceded  by  w\    or,  preceded 
by  w;  ear. 

Family  names.  —  awl,  awk,  awn. 
aub,  auce,  aud,  aul,  ault,  ause. 
aid,  all,  alk,  alt. 
uice,  uit. 

III.  Sight  words.  —  comb,  tongue,  build,  beauty. 

IV.  Suffixes. 

SEAT  WORK 

1.  Silent  reading. 

2.  Provide  cut-up  stories,  using  pages  from  old  primers.     Cut 
a  page  into  single  words  and  paste  them  upon  manila  cards  not 
less  than  one  inch  square.     Mount  the  picture  of  the  page  also. 
Place  .all   in  a  stout  manila  envelope.     On  the  back  of  the 
envelope  mount  a  duplicate  page  from  another  primer.     Pre- 
pare as  many  envelopes  as  there  are  pupils  engaged  in  seat 
work.     Each  child  is  to  arrange  his  words  into  sentences,  using 
the  page  on  the  back  of  the  envelope  for  a  guide.     Number 
each  envelope  and  the  word  cards  it  contains  with  the  same 
number. 

SPELLING 

Exercise  2.     Blackboard  Spelling,  page  107. 
Exercise  1.     Chart  Spelling,  page  108. 
Exercise  1.     Seat  Work  Spelling,  page  107. 

READING 

Finish  Reading   for   Seventh    Month.       Begin   Reading   for 
Eighth  Month,  pages  50-75.     Continue  supplementary  reading. 


PHONICS   FOR  EIGHTH   MONTH 


97 


FIRST  WEEK 
Phonograms  :  a.     Equivalent  Chart  u 

Words  illustrating  these  facts  are  included  in  the  Word  List. 
See  Index  for  section  numbers:  page  199,  a;  page  202,  equiva- 
lents of  u. 

Phonic  Chart  No.  6  presents  phonograms  that  take  the 
broad  sound  of  a.  Drill  by  blending  initial  phonograms  with 

these.     Include  the  following  drill:       caught      ,       taught     , 

etc.     Drill  also  from  Phonic  Chart  No.  2,  using  aid,  all,  alt,  aw, 
alk,  in  the  exercise. 

L  is  silent  in  alk.  Illustrate  this  fact  by  sounding  words 
containing  alk,  ilk,  ulk,  oik  : 

talk  walk  chalk  stalk 

silk  milk  bulk  yolk 

Refer  to  Equivalent  Chart  No.  5  in  presenting  ui  and  ew. 
Keep  all  facts  in  constant  review  in  the  daily  phonic  drill. 

SECOND  WEEK 

Phonograms  :  ar,  preceded  by  w  ;  or,  preceded  by  w 
A,  in  ar  preceded  by  w,  generally  has  the  sound  of  broad  a. 

Ex.  —  war,  swarm,  wart. 

Or,  preceded  by  w,  generally  has  the  sound  of  ur. 
Ex.  —  work,         worth,         word,         worm. 

Words  illustrating  these  facts  are  included  in  the  Word 
List.  Section  274,  war;  Section  285,  wor. 

Drill  by  holding  letter  squares  in  rapid  succession  before  ar 
upon  Phonic  Chart  No.  3.  The  pupils  sound  as  the  cards  are 
placed. 

Ex. —      car         tar         far        scar        war 


98 


MANUAL   OF   READING 


THIRD  WEEK 
Phonogram:   Suffix  es 


By  use  of  the  letter  square  ending  es 


with  words  written 


upon   the   blackboard,   show  that    some    words  end  with   the 
sound  of  s,  others  with  the  sound  of  es. 

Ex.  —  fac 


es 

wat 
rid 

ch'es 

nos 

3S 

cag 
sho 

es 

was 
cub 

lios 

iles 

es 

jok 

es 

r 

es 

es 

Lead  the  class  to  see  that  when  the  word  ends  in  a  buzzing 
sound,  es  adds  a  syllable.     These  sounds  are:   Q,  g,  sh,  ch,  s,  x,  z. 


Drill  from  the  Phonic  Charts  by  placing 


after    families 


ending  in  these  consonants.     Form  ace,  ice,  uce,  ange,  inge, 
onge,  unge,  upon  the  Charts  by  placing 


as  shown  in  Sev- 


enth Month,   Fourth  Week.     Keep  e  e    in  position,  cover  it 


with 


and  sound.      Words  ending  in  es  are  included  in  the 


Word  List,  Sections  360,  361. 

FOURTH  WEEK 
Phonogram:  ear 

Ear  is  like  er  in  earth,  pearl,  earn,  learn,  heard.     See  Word 
List,  Section  258. 

Ear  is  like  ere  in  bear,  wear,  tear.    See  Word  List,  Section  257. 


PHONICS   FOR  NINTH   MONTH 


99 


PHONIC  FACTS  FOR  NINTH  MONTH  OR  DIVISION 

I.    Simple  phonograms. — augh,  ough. 
II.    Blended  phonograms.  —  qu,  mb,  sten,  ften. 

SEAT  WORK 
Review  previous  seat  work  exercises. 

SPELLING 

Exercise  3.  Blackboard  Spelling,  page  107. 

Exercises  2  and  5.  Chart  Spelling,  pages  109,  111. 

Exercises  1  and  2.  Seat  work,  Spelling,  page  107. 

Exercise  1.  Spelling  Games,  page  115. 

READING 

Finish    Reading   for    Eighth    Month.       Begin    Reading    for 
Ninth  Month,  pages  76-100.    Continue  supplementary  reading. 

FIRST  WEEK 
Phonograms:  augh,  ough 

Augli  and  ough,  before   t  final,  take  the  sound  of  broad  a. 
Drill  from  Phonic  Chart  No.  3. 
aught 


c 

aught 
aught 
aught 

\  * 

n 

fraught 

ought 
b  ought 


f  ought 


s  ought 


br  ought 


When  augh  and  ough  are  final  and  end  with  the  sound  of 
/,  they  are  blended  phonograms. 

Ex.  —  laugh,  cough,  enough. 


100 


MANUAL   OF   READING 


Drill  from  Phonic  Chart  No.  3  upon  though  and  through. 
Cover  the  initial  letters  of  though  with  successive  initial  letter 
squares  to  form  words  ending  in  ough.  At  first,  tell  the  pupil 
something  of  the  meaning  of  each  word  as  it  is  formed  and 
sounded : — 


Mother  makes  bread  of 


d  ough. 


The  bird  sits  on  a 


bough. 


When  we  have  a  cold,  we      c  ough. 


Things  that  are  not  smooth  are       r  ough. 
Meat  that  is  not  tender  is 


ough. 


The  farmer  uses  a 


pi  ough. 


A  miry  place  in  the  road  is  a      slough 


The  horse  drinks  from  a 


ough. 


SECOND  WEEK 
Phonogram  :  qu 

For  words  illustrating  this  phonogram  see  Word  List,  Section 
362. 

Q  is  always  found  in  combination  with  u. 

Ex.  — quick,  quill,  conquer,  liquid. 

Qu  is  usually  pronounced  kw  when  initial;  when  not  initial, 
u  in  qu  is  often  silent. 

Ex.  —  opaque,  mosquito. 


Form  words  with   the  letter  square  qu      upon  the  Phonic 
Charts. 

Ex.  -  -   qu  ack,    qu  ilt. 


PHONICS   FOR   NINTH   MONTH  101 

THIRD  WEEK 

Phonogram  :   mb 

For  words  illustrating  this  phonogram  see  Word  List,  Section 
344. 

B  after  m  is  silent  in  monosyllables. 

Ex. — crumb,  climb. 
Sound:   1,  cr;   2,  umb;   3,  crumb.     Drill  from  Phonic  Chart 


No.  3:  Cover  u  in  umb  with  the  letter  square  a  to  form      amb; 


with  e  to  form 


emb;   with  i  to  form       imb,  to  be  sounded 


imb  or  imb;  with  o  to  form      o  mb,  to  be  sounded  6mb  or  omb. 


Let  pupils  tell  words  in  which  these  sounds  are  heard. 

FOURTH  WEEK 
Phonogram;  ften,  sten 

For   words  illustrating    these   phonograms  see    Word   List, 
Sections  341,  342. 

T,  in  the-ending  ten,  after  8  or /is  silent. 

Ex.  —  often,  soften,  glisten,  moisten. 

Place  vowel    letter   square  o  before   ften   on    Phonic  Chart 
No.   3  to  form 


often.      Form  with  letter  squares       a  sten, 


sten.      Let  pupils  tell  words   in  which   these   sounds  are 
heard. 


102  MANUAL   OF   READING 


PHONIC  FACTS  FOR  TENTH  MONTH  OR  DIVISION 

I.    Simple  phonogram.  —  ph. 
II.    Blended  phonograms.  —  tion,  sion,  ous,  tious,  cious,  stle. 

SEAT  WORK 
Review  previous  seat  work  exercises. 

SPELLING 

Exercise  3.  Blackboard  Spelling,  page  107. 

Exercises  1,  2,  5,  6,  7.  Chart  Spelling,  pages  108, 109,  111. 

Exercises  1,  2.  Seat  Work  Spelling,  page  107. 

Exercises  1,  2,  3.  Spelling  Games,  page  115. 

READING 

Finish  Reading  for  Ninth  Month.     Read  Reading  for  Tenth 
Month,  pages  101-124.     Continue  supplementary  reading. 

FIRST  WEEK 
Phonograms  :  ous,  stle,  ph 

For  words   illustrating  these  phonograms,  see  Wprd    List, 
Sections  331,  343,  346. 
Ous  is  pronounced  us. 

Ex.  —  famous,  porous. 
Ph  takes  the  sound  of  /. 

Ex.  —  camphor,  Philip. 

Exception :   Stephen. 

When  the  ending  tie  is  preceded  by  s,  t  is  silent. 

Ex.  —  castle,  whistle,  bustle. 
Place  vowel  letter  squares  before  stle  on  Phonic  Chart  No.  3 


PHONICS   FOR   TENTH  MONTH  103 


to  form 


stle,       e  stle, 


stle, 


ostle, 


u  stle.      Let  the 


pupil  tell  words  in  which  these  sounds  are  heard. 

SECOND  WEEK 

Phonograms :  tion,  sion,  tious,  cious,  cial,  tian 
For  words  illustrating  endings  that  begin  with  the  sound  of 
sh,  see  Word  List,  Sections  328,  329,  330,  332,  333,  334,  335, 
336,  337,  338,  339. 

THIRD  WEEK 

Tion  is  pronounced  shun,  except  when  it  is  preceded  by  *  or  x. 
Sion  is  pronounced  shun  when  it  is  preceded  by  a  consonant. 
When  it  is  preceded  by  a  vowel,  it  is  pronounced  zhun. 

Ex.  —  attention,  question,  mission,  occasion. 

Tious  and  cious  are  pronounced  shus.  Cial  and  tian  are  pro- 
nounced shal  and  shan. 

Ex.  —  vexatious,  gracious,  social,  musician. 

Place  vowel  letter  squares  before  these  endings  on  Phonic 
Chart  No.  3,  to  show  that  when  a  vowel  (except  i)  imme- 
diately precedes  these  endings  it  is  long.  Example  :  — 

ation  as  in  station  asion  as  in  occasion 

etion  as  in  secretion  esion  as  in  cohesion 

otion  as  in  motion  osion  as  in  explosion 

ution  as  in  solution  usion  as  in  confusion 

atious  as  in  vexatious  ocious  as  in  ferocious 

acious  as  in  gracious  ucius    as  in   Vespucius. 

ecious  as  in  specious 

acial    as  in  racial  atient  as  in  patient 

ocial    as  in  social  otient  as  in  quotient 

ucial    as  in  crucial 


104  MANUAL   OF    READING 

ition  us  in  addition  icious  as  in  delicious 

ision  as  in  division  idol  as  in  official 

itious  as  in  ambitious  itial  as  in  initial 

icient  as  in  sufficient  ician  as  in  musician 

Exceptions :  precious,  especial. 

A  consonant  between  the  vowel  and  the  ending  prevents 
it  from  being  long. 

Ex.  —  attention,  mansion,  fractious. 

Extensive   drills   upon    words    that  illustrate  these  endings 
should  be  deferred  until  such  words  appear  in  advance  reading. 


SPELLING  105 


SPELLING 

The  phonic  drill  in  its  analysis  of  words  and  grouping 
of  phonograms  is  excellent  preparation  for  written  and  oral 
spelling.  No  word  should  be  included  in  a  spelling  lesson  that 
is  not  in  the  child's  vocabulary  —  that  he  cannot  use  intelli- 
gently; but  spelling  has  to  do  with  the  structure  of  words 
rather  than  with  the  meaning.  It  appeals  to  the  eye  rather 
than  to  the  ear.  To  spell  is  to  call  up  a  mental  picture  of  a 
word  and  translate  it  into  a  spoken  or  written  picture.  It  fol- 
lows that  the  mental  picture  must  be  clear  and  exact  before  the 
word  can  be  correctly  spelled.  The  division  of  monosyllables 
into  initial  letters  and  family  names  as  indicated  in  the  phonic 
drill,  enables  the  child  to  hold  in  his  mental  vision  of  a  word,  not 
a  succession  of  letters  with  little  relation  to  one  another,  but  the 
family  with  its  additions.  He  thinks  of  blended  phonograms 
as  units  and  writes  them  as  such:  black  is  not  b-l-a-c-k,  in  which 
there  are  five  facts  to  be  known  and  placed  in  order,  but  bl-ach, 
in  which  but  two  facts  are  to  be  noted. 

The  spelling  lesson  is  not  the  time  to  take  new  words  into 
the  vocabulary.  It  is  rather  the  time  to  clinch  and  make  a 
working  vocabulary  of  words  that  have  been  developed  in  other 
lessons. 

Both  oral  and  written  spelling  should  have  a  place  in  the 
school  program. 

WRITTEN  SPELLING 

Written  spelling  should  precede  oral  spelling  and  should  be- 
gin as  soon  as  the  child  is  able  to  form  letters.  He  should 
understand  that  writing  is  inseparable  from  spelling.  When 
he  writes  a  word,  he  is  spelling  with  his  pencil  just  as  truly  as 
when  he  uses  his  voice  to  name  the  letters  in  a  word.  In 
either  case,  he  must  recall  the  mental  picture  of  the  word  in 


100  MANUAL   OF   READING 

order  that  he  may  place  the  right  letters  in  the  right  order. 
Work  in  sorting  and  selecting  phonograms  (see  seat  work  for 
First  Month)  should  precede  and  accompany  written  spelling. 
The  following  exercises  are  suggestive.  They  should  begin  in 
the  first  month  and  continue  throughout  the  year. 

Exercise  1.  —  Dictate,  by  sound,  simple  and  blended  phono- 
grams. These  are  to  be  selected  from  among  small  phonogram 
cards  upon  the  desk  and  copied  upon  a  spelling  slip. 

Exercise  2.  —  Dictate,  by  sound,  simple  and  blended  phono- 
grams, including  initials  and  family  names :  fl,  sh,  ch,  an,  at, 
am,  tr,  si.  These  are  to  be  written  from  memory.  In  every 
case  the  pupils  should  sound  the  phonogram  after  the  teacher. 

Exercise  3.  —  Dictate,  by  sound,  short  words  in  a  series ;  as,  — 

can,  man,  ran,  fan ;  lake,  make,  rake,  take. 

Exercise  4.  —  Dictate  short  sentences;  as,  I  see.     I  can  run. 

Exercise  5.  —  Dictate  words  to  show  the  use  of  final  e  ;  as,  — 
fad  mad  hid  rob  tub 

fade  made  hide  robe  tube 

Exercise  6.  — Dictate  a  word  and  its  derivatives;  as, — 
like  take  smoke 

liking  taking  smoking 

liker  taker  smoked 

liked  taken  smoker 

Exercise  7.  — Dictate  words  in  groups  :  as,  — 

tack  sack  lack  rack 

take  sake  lake  rake 

Exercise  8.  —  Dictate  Mother  Goose  Rhymes. 

BLACKBOARD  SPELLING 

Exercise  1.  —  Give  each  child  an  initial  letter  square.  He 
is  to  write  in  a  column  upon  the  blackboard  words  that  begin 


SPELLING  107 

with  the  initial  he  holds.  At  first  allow  the  pupil  to  step 
quietly  to  the  Charts  and  form  the  word  with  the  letter  square 
before  he  writes  it. 

Exercise  2.  —  Give  each  child  a  family  name  slip.  He  is 
to  write  upon  the  blackboard  all  the  words  containing  the 
phonogram  that  he  can  remember. 

Exereise  3.  —  Give  each  child  a  sight  word  slip.  He  is  to 
write  a  sentence  containing  his  word. 

SEAT  WORK  SPELLING 

Exercise  1.  —  Require  each  child  to  form  the  words  at  the  head 
of  the  reading  lesson  upon  his  desk,  using  the  box  of  letters. 

Exercise  2.  —  Require  each  child  to  use  the  words  at  the 
head  of  the  reading  lesson  in  sentences. 

During  the  first  year  and  first  half  of  the  second  year  this 
should  be  oral  work.  In  the  second  half  of  the  second  year 
the  sentences  may  be  written. 

Exercise  3.  —  Copy  words  found  in  the  reading  lesson,  con- 
taining ea,  ow,  ay,  etc. 

Exercise  4.  —  Write  rat,  rate,  rated,  rating,  upon  the  black- 
board. Require,  as  a  class  exercise,  the  pupils  to  write  under 
rat  words  that  may  be  formed  by  recombining  the  letters  of  the 
word.  The  same  thing  is  to  be  done  with  the  letters  of  each 
word.  The  finished  exercise  is  :  — 


rat 
at 

tar 

rate 

rat 

ate 

art 

tear 

tar 

at 

are 

tea 

tare 

eat 

rated 

rat 

rate 

at 

are 

Ted 

ear 


tare         dear 
red        read         ate       dart       tar  tear         dare 


108  MANUAL   OF   READING 

rating 

rat  ran  tar  trig  Nat 

ring  at  tin  in  gin 

rain  art  tan  it  gain 

rag  air  train  nag  gait 

Continue  as  a  class  exercise  with  other  words  arranged  as  a 
series,   until  each  pupil  understands  the  requirements  of  the 
work.      It  may  then  form  a  profitable  seat  work  exercise. 
Other  series  are  :  — 

black,  blacking,  blackest,  blacker,  blacked, 
white,  whiter,  whitest,  whitened, 
please,  pleasing,  pleasant,  pleasure. 

CHART  SPELLING 

This  should  begin  with  the  second  half  year  and  continue 
through  the  third  year  of  school. 

The  words  spelled  in  the  following  exercises  are  not  selected 
or  determined  by  the  teacher.  Neither  are  they  prepared  or 
studied  as  tasks  by  the  child  before  the  recitation  begins. 
Whatever  preparation  he  may  make  by  way  of  storing  words' 
in  memory  is  entirely  voluntary  and  is  induced  by  the  pleasure 
the  exercise  affords.  The  words  that  he  thinks  of  to  spell  are 
familiar  to  him  in  meaning  and  use,  and  their  forms  have  been 
impressed  upon  him  through  the  phonic  drill.  Two  things  are 
insured  :  — 

1.  The  child  spells  no  word  that  is  not  in  his  vocabulary. 

2.  He  must  have  a  clear  mental  picture  of  each  word  in  order 
to  form  it  upon  the  Charts. 

The  spelling  drills  should  be  given  with  snap.  No  word 
should  be  spelled  twice  in  an  exercise. 


Exercise  1 .  —  Present  an  initial  letter  square,  as 


Each 


child  thinks  of  a  word  that  can  be  formed  upon  the  Charts  by 


SPELLING  109 

placing  this  initial  before  a  family  name.  The  first  child  takes 
the  card  from  the  teacher,  places  it  upon  the  chart  to  form  his 
word,  pronounces  the  word  as  he  places  the  card,  spells  it  as  he 
turns  to  face  the  class.  (The  teacher  holds  the  card  in  place 
until  the  word  is  spelled.)  The  next  child  takes  the  card, 
forms,  pronounces,  and  spells  his  word.  Each  child  in  turn 
does  the  same.  Examples  of  words  that  a  class  of  ten  pupils 
may  spell,  are  :  — 

mind  mill  match  muff  make 

mat  must  mound  mold  move 

The  initial  m  may  be  retained  for  another  turn  round  the  class, 
but  usually  a  different  initial  should  be  chosen  for  each  round. 

It  will  be  seen  that  there  are  as  many  different  words  spelled 
in  one  turn  round  the  class  as  there  are  pupils  reciting.  In 
five  times  round  a  class  of  ten  pupils  fifty  words  will  be  spelled. 
Each  child  is  intent  upon  recalling  and  forming  words  that  he 
knows ;  each  child  is  eager  for  his  turn  to  spell.  Interest  is 
at  a  white  heat,  lasting  impressions  are  made.  The  child  of 
scant  vocabulary  rapidly  enlarges  his  list  of  words  through 
competition  with  his  mates. 

Word  forms  have  no  place  in  the  spelling   drill.      If  one 


should  be  formed,  as      mand,  the  teacher  says  :   "Mand  is  not 


a  word;  we  are  to  spell  words."  Or  she  may  ask,  "What  is 
mand?  Is  it  something  to  eat?  Can  we  wear  mand?  Is  it 
a  plaything?  Can  we  feel  it?  Have  you  ever  seen  mand?" 
The  child  replies,  "  No,  I  do  not  know  what  mand  is."  "  Then 
we  will  not  spell  it.  We  are  to  spell  words  that  we  know 
about  and  that  we  use  when  we  speak." 


Exercise  2.  —  Present  the  letter  square 


Final  e  or  the 


letter  on  the  left  edge  of  the  card  is  to  be  placed  as  in  the 
phonic  drill  after  families  that  contain  a  single  vowel  followed 


110 


MANUAL   OF   READING 


by  a  single  consonant  (see  Fourth  Month).  In  this  exercise 
the  entire  word  is  not  formed.  Ex.  —  ade,  ine,  obe,  ute,  are. 
The  child  supplies  the  initial  as  he  places  the  card,  pronounces, 
and  spells  his  word.  Examples  of  words  that  may  be  spelled 
are  :  fade,  twine,  robe,  flute,  care. 


Exercise  3.  —  Final  e  on  letter  square    e  e   is  placed  after 


ang,  ing,  ong,  ung,  ast,  ath,  ith,  oth,  to  form  ang 
aste     ,  athe     ,  ithe 


inge 


ong 


ung 


,  oth 


The  pupil 


supplies  the  initial  as  he  places  the  card,  pronounces,  and 
spells  the  word.  Examples  of  words  that  may  be  spelled 
are :  strange,  hinge,  sponge,  lunge,  paste,  bathe,  writhe, 
clothe. 

Exercise  4.  —  Final  e  on  letter  square  ee     is  placed  to  cover 
the  final  consonant  of  :  — 


anch 

ass 

aff 

all 

ack 

to  form  — 


ench 

ess 


inch 

iss 

iff 

ill 

ick 


onch 
oss 

oil 


anc 


ase 

af 

al 


ac 


ence 


ese 


ince 


ise 


ice 


uncli 
uss 

ull 
uck 


uncle"" 


us 


ol 


ule 
uc 


The  pupil  supplies  the  initial  as  he  places  the  card,  pronounces, 
and  spells  the  word. 


SPELLING 


111 


Exercize  5.  —  Present 


Exclude  from  this  exercise  the 


families  on  the  first  half  of  Phonic  Chart  No.  1,  containing 
a  single  vowel  followed  by  a  single  consonant.  The  first 
child  takes  the  card,  places  it  after  a  family  ending  in  two 
consonants  or  containing  two  vowels,  pronounces,  and  spells 
his  word.  For  example,  anding  will  suggest  standing,  landing, 
etc. ;  icking  will  suggest  picking,  ticking,  etc. ;  ailing  will  sug- 
gest failing,  mailing,  etc.  The  same  family  should  not  be  used 
twice  in  an  exercise. 

in    the    same   way  with    the    same 
Examples  of  words  that  may  be 


Exercise   6.  —  Use 


restriction  as  to  families. 

spelled  are :    hunted,  watched,  smelled,  pulled,   crowded,  etc. 

in   the   same   way   with   the   same 
Examples  of  words  that  may  be 


Exercise   7.  —  Use 


restriction   as   to  families. 

spelled  by  the  pupil  are  :  watcher,  miller,  older,  boiler,  etc. 

Exercise  8. —  Present  the  vowel  letter  square  ed  .  Direct 
the  child  to  place  it  before  one  of  the  families  ed,  em,  ep,  en, 
et,  er,  to  form  zed,  eem,  eep,  een,  set,  eW,  and 


spell  the  word   he  thinks  of.       Examples  of  words  that  may 
be  spelled  are  :    need,  seem,  peep,  seen,  beet,  cheer.  / 

Exercise  9. — Present  the  vowel  letter  square  e  .  Direct 
the  child  to  place  it  before  one  of  the  families  ad,  am,  ap,  an, 
at,  ash,  ar,  ath,  ave,  to  form  ead,  earn,  eap,  ean,  eat,  eash, 
ear,  and  spell  the  word  he  thinks  of.  Examples  of  words 
that  may  be  spelled  are :  read,  seam,  heap,  clean,  heat,  leash, 
clear,  breath,  weave.  No  confusion  need  arise  concerning 
words  that  have  the  same  vowel  sound  but  different  spelling. 
If,  for  example,  in  Exercise  8,  the  pupil  decides  to  form  eep 
and  announces  his  intention  to  spell  heap,  the  teacher  should 
say,  "Heap  is  not  spelled  with  eep."  She  should  place  the 


112  MANUAL   OF   READING 


letter  square  before   ap  to  form       eap  and  require  the  child 


to  spell  the  word  correctly.  (As  a  seat-work  exercise  to 
follow  this  lesson,  the  pupils  should  write  all  the  eap  and  ee'p 
words  they  find  between  certain  pages  of  the  reader.)  Require 
each  child  to  use  his  word  in  a  sentence  before  he  spells  it, 
in  order  to  be  sure  that  he  knows  how  to  use  homonyms. 


Exercise  10.  —  Present  the  vowel  letter  square 


Direct 


the  child  to  place  it  before  one  of  the  families  id,  im,  in,  it,  int, 
ist,  ir,  to  form  aid,  aim,  ain,  ait,  aint,  aist,  air,  and  spell  the  word 
he  thinks  of.  Examples  of  words  that  may  be  spelled  are  : 
braid,  stain,  wait,  paint,  waist,  stair. 

Exercise  11. — Prefix  initial  letter  squares  to  the  phonograms 
upon  the  Equivalent  Charts.  The  words  thought  of  are  to 
be  spelled. 

Exercise  12.  —  Review  the  phonic  drill  given  in  Fifth  Month 
(see  page  85)  from  Phonic  Chart  No.  3.  Call  for  words  in 
which  these  sounds  are  heard.  As  each  word  is  given,  ask 
the  child  to  spell  it.  The  teacher  writes  the  word  as  it  is 
spelled.  Note  the  sound  of  the  vowel  and  whether  or  not 
it  is  followed  by  double  consonants.  For  example,  the  child 


sounds       addle.     He  says  it  makes  him  think  of  paddle;  he 

spells  paddle.  The  teacher  writes  the  word  as  the  child  names 
the  letters.  In  answer  to  questions,  the  child  states  that  a  says 
a  in  the  word.  Because  it  says  «,  he  knows  that  there  are  two 
c?'s  in  the  word.  Example  of  words  that  may  be  spelled  are 
found  in  the  Word  List,  Sections  290,  292,  294,  296,  298. 


Exercise  13.  —  The  teacher  shows 


die.      It  is  sounded  ; 


the  word  it  suggests,  for  example,  cradle,  is  spelled  and  written 
upon  the  board.  The  pupils  note  that  a  says  a  and  that  there 
is  but  one  d  after  a.  Examples  of  words  that  may  be  spelled 
are  found  in  the  Word  List,  Sections  291,  293,  295/297,  299. 


UNIVERSITY 

OF 

X       SPELLING  113 


Exercise  14.  —  The  teacher  sounds  padding  and  writes  it 
upon  the  board;  the  pupils  note  that  a  says  a;  that  it  is 
followed  by  two  cTs.  The  teacher  sounds  slamming.  She 
does  not  write  it  on  the  board  ;  the  pupils  listen  for  the 
vowel  sound.  They  spell  the  word  with  two  m's  in  order 
to  make  the  vowel  say  a.  Continue  the  exercise  by  sound- 
ing for  the  pupils  to  spell :  trimming,  cunning,  hopping, 
etc.  Words  will  be  found  in  Word  List,  Sections  354, 
355,  356. 

Exercise  15. —  The  teacher  sounds  fading;  the  pupils  note 
the  sound  of  the  vowel,  and  spell  the  word  with  one  d  in  order 
to  make  a  say  a,  etc. 


Exercise  16. —  Present  letter  square 


Use  in  this  drill 


families  containing  one  vowel  followed  by  a  single  consonant. 
Ex.  —  ab,  in,  op,  un,  ir,  etc.     The  first  pupil  places  ing  after  it 


on  Phonic  Chart  No.  1,  and  says  he  will  spell  hitting.  The 
teacher  asks  him  what  i  says  in  his  word.  The  pupil  notes 
that  it  says  I  and  says  that  he  will  put  two  £'s  in  the  word 
in  order  to  make  the  vowel  sound  right.  He  shifts 


slightly  to   the    right  of  it  to  leave    space  for   the   added  t, 
thus :  it   ing .      Each  child  in  turn  takes  the  card  and  spells 


the  word  he  thinks  of,  using  a  single  or  double  consonant 
as  he  wishes  to  make  the  vowel  sound  long  or  short.  Fre- 
quently each  child  spells  two  words,  as :  padding,  fading  ; 
hopping,  hoping.  The  drill  should  appeal  to  the  pupils  as  a 
game.  It  should  be  brisk  and  animated.  Words  that  may 
be  spelled  in  this  exercise  are  found  in  the  Word  List,  Sections 
354,  357. 


Exercise  17. — Place 


ed     after  families  ending  in  a  single 


consonant  preceded  by  a   single  vowel,  and   spell  derivatives 
ending  in  ed,  using  a   single   or   double   consonant   after  the 


114 


MANUAL   OF   READING 


vowel  as  needed  to  make  it  long  or  short.  Ex.  —  mated, 
matted.  Words  that  may  be  spelled  in  this  exercise  are  found 
in  the  Word  List,  Sections  355,  358. 

Exercise    18.  —  Place     er     after  families  ending  in  a  single 

consonant  preceded  by  a  single  vowel,  and  spell  derivatives 
ending  in  er,  as  in  the  previous  exercise.  Words  that  may  be 
spelled  in  this  exercise  are  found  in  the  Word  List,  Sections 
356,  359. 

Exercise   19. — Review   the   phonic    drill   given  in    Seventh 
Month  (see   pages   91,  92)  from  the  blackboard  and  Phonic 

Charts.     Present  letter  square   ing .     Indicate  the  families  upon 


Phonic  Chart  No.  3  that  contain  final  e.  Direct  the  pupil  to 
place  the  ending  after  any  one  of  these  families,  and  spell  the 
word  he  thinks  of.  Each  pupil  covers  or  displaces  the  e  of  the 
stem  by  the  vowel  of  the  ending.  Example  :  — 


aking 


ok  ing 


av  ing 


idging 


from    which   he    spells:     making,  smoking,    saving,    bridging, 


fiddling,  struggling,  whistling 


etc. 


Exercise  20.  —  Present 
Exercise  21.  —  Present 


and  drill  as  in  Exercise  19. 
and  drill  as  in  Exercise  19. 


Words  that  may  be  spelled  in  these  exercises  are  found  in  the 
Word  List,  Sections  357,  358,  359. 

Exercise  22.  —  Place  all  the  vowel  letter  squares  accessible  to 
the  pupils.  Use  the  last  column  of  endings  on  Phonic  Chart 
No.  3.  Each  child  in  turn  takes  the  vowel  that  he  needs  to 

uly,  etc.     Words  that  may  be 


form 


by,       a  dy 


spelled  are :  baby,  lady,  icy,  truly,  etc. 


SPELLING  115 

Exercise   23. —  Direct  the  pupils  to  place  the  letter  square 
slightly  apart  from  the  ending  and  to  spell  words  in  which  the 


vowel   does    not    tell    its    name,    as 


eny, 


dy.     Words  :  funny,  penny,  Harry,  biddy. 

SPELLING  GAMES 

1.  Teacher  says,  "I  am  thinking  of  a  word  like  make." 
Child  says,  "Is  it  r-a-k-e,  rake?" 

Teacher. — "No." 
Next  child.  —"Is  it  t-a-k-e,  take?" 
Continue  till  the  word  is  spelled. 
Include  exceptions  in  these  exercises. 

2.  Teacher.  —  "I  am  thinking  of  a  word  with  a-t-c-h  in  it." 
Child.  —"Is  it  m-a-t-c-h,  match?" 

Teacher.  —"No." 

Next  child.  —  "  Is  it  h-a-t-c-h,  hatch?" 
Teacher.  —  "No." 

Third  child.  —"Is  it  w-a-t-c-h,  watch?" 
Teacher.  — "Yes." 

Exceptions  that  may  be  included  in  this  game  are  :  what,  put, 
push,  bush,  pint,  key,  most,  post,  both,  doth,  etc. 

3.  Teacher  says,  "  I  am  thinking  of  a  word  that  contains  a 
double  letter."     The  first  time  this  game  is  played  she  indicates 
on  the  charts  the  families  containing  double  letters,  as,  ss,  11,  ff, 
oo,  bb,  dd,  gg,  pp,  zz,  tt,  etc.      Proceed  as  in  previous  exercise. 
The  short  vowel  words  spelled  in  Chart  Spelling,  Exercises  16, 
17,  18,  and  23,  should  be  included  in  this  game. 

4.  Teacher  says,   "Letters  in  the  word  I  am  thinking  of 
sometimes  say  ow" 

Pupils  spell  now,  crow,  croup,  pout,  cough,  trough,  dough, 
bough, enough,  etc.,  until  they  spell  the  word,  or  the  teacher  tells. 
Never  prolong  a  game  until  the  pupils  are  weary. 


116  MANUAL  OF   READING 

5.  Review  the  fact  that  ite  and  ight  have  the  same  sound. 
Ask  pupils  to  tell  words  that  they  have  seen  spelled  with  ite. 
Write  these  words  upon  the  blackboard.     Extend  the  list  to 
five  words :  bite,  kite,  white,  write,  quite. 

The  words  site,  mite,  smite,  spite,  sprite,  etc.,  do  not  usually 
appear  in  a  child's  vocabulary.  They  need  not,  at  this  time,  be 
included  in  the  exercise. 

Review  the  written  words,  spell  them;  use  them  in  sentences; 
let  each  child  write  them  from  memory.  Tell  the  pupils  that 
other  words  taking  this  sound  are  spelled  with  iglit.  Play  a 
game  of  sharp  eyes :  the  teacher  holds  the  entire  pack  of  letter 
squares.  She  shuffles  the  cards  rapidly  in  order  to  present  ini- 
tials used  in  both  ight  and  ite  words.  The  pupils  spell  in  turn 
or  in  concert,  as  the  initials  are  shown  :  bright,  slight,  night, 
kite,  sight,  fight,  white,  etc.  Words  that  may  be  spelled  in 
this  exercise  are  in  the  Word  List,  Sections  61,  253.  The 
only  words  to  be  carried  in  memory  are  the  five  ite  words.  All 
others  with  this  sound  fall  into  the  list  spelled  with  ight. 

6.  Review  the  fact  that  ay  and  eigh  have  the  same  sound. 
Present  for  drill,  as  with  the  ite  words :  sleigh,  neigh,  weigh, 
they,  prey.     Tell  pupils  that  other  words  ending  in  the  sound  of 
a  are  spelled  with  ay.     Drill  with  letter  squares,  as  in  the  previ- 
ous exercise.     Pupils  spell  as  the  initials  are  shown  :  bay,  play, 
say,  dray,  neigh,  play,  etc.     Words  that  may  be  spelled  in  this 
exercise  are  in  the  Word  List,  Sections  245,  249. 

7.  Review  the  fact  that  ote  and  oat  have  the  same  sound. 
The  pupils  learn  that  note,  wrote,  vote,  are  spelled  with  ote\ 
that  other  words  ending  with  this  sound  are  spelled  with  oat : 
boat,  coat,  float,  etc.     Present  initials  in  rapid  succession.     See 
Word  List,   Sections  63,  260,  for  words  that  may  be  spelled. 
Review  the  fact  that  no,   so,  go,  end  in  the  sound  of  0,     Other 
words  that  end  in  this  sound  are  spelled  with  ow.     See  Word 
List,  Section  232,  for   words  that   may    be   spelled.     Present 
initial  letter  squares  for  rapid  spelling  as  in  Exercise  5. 


BOOK    THREE  117 


BOOK   THREE 

Through  the  steady  progression  of  the  phonic  drill,  the  child 
has  been  made  familiar  with  many  language  facts.  He  has 
learned  that  e,  r,  and  w  are  the  three  powerful  letters  of  the 
alphabet,  and  he  is  prepared  to  modify  vowel  and  consonant 
sounds  when  he  sees  these  letters  in  certain  positions  with  re- 
gard to  the  other  letters  of  a  word.  He  has  learned  that 
derivatives  are  not  formed  by  adding  d  or  r  to  the  primitive 
word,  but  by  adding  ed  or  er ;  and  he  knows  that  the  ending 
vowel  of  the  derivative  covers  or  displaces  final  e  of  the  primi- 
tive. He  knows  that  he  must  double  a  single  consonant  after 
a  single  vowel  if  he  is  to  retain  the  short  vowel  in  the  deriva- 
tive, etc.  By  far  the  greater  number  of  these  language  facts 
he  uses  unconsciously.  We  might  say  that  he  has  absorbed 
the  idea  through  the  repetition  of  the  drill  rather  than  that  he 
has  consciously  stored  the  fact  in  memory.  In  order  to  obtain 
lasting  impressions  of  all  these  facts,  they  should  be  kept  in 
constant  review  by  means  of  daily  phonic  drill  throughout  the 
second  and  third  years  of  school. 

VOWELS  AND  CONSONANTS 

In  the  second  year,  the  distinction  between  vowels  and  con- 
sonants should  be  made.  This  knowledge  can  be  used  to  give 
variety  to  the  seat  work.  The  pupils  should  copy  words  from 
their  readers  containing  two  vowels,  three  vowels,  ending  in  a 
vowel,  beginning  with  a  consonant,  etc. 

The  rule  illustrated  in  the  Fifth  Month,  first  year  (see  page 
85),  should  be  extended  to  "  Two  or  more  consonants  tend 
to  make  a  preceding  vowel  short."  The  pupils  should  be 
trained  to  inspect  polysyllables  in  the  light  of  this  rule.  It  is 
a  general  rule,  and  there  are  many  exceptions.  If,  because  of 


118  MANUAL   OF  READING 

accent  or  for  any  other  reason,  a  word  does  not  follow  the  rule, 
the  teacher  should  give  instant  help  by  telling  the  correct  pro- 
nunciation. But  the  child  should  be  led  to  form  the  habit  of 
inspection,  and  he  should  be  required  to  help  himself  in  the 
solving  of  word  problems  whenever  it  is  in  his  power  to  do  so. 

For  example,  the  word  independence  is  to  be  sounded.  The 
child  hesitates  over  the  sound  of  the  second  vowel. 

The  teacher  says,  "What  can  we  do  that  will  help  us  to  know 
the  sound  of  e  ?  " 

Child.  —  "  We  must  look  at  the  two  letters  that  stand  after 
it.  They  are p  and  e." 

Teacher.  —  "  What  is  p  ?     What  is  e  ?  " 

Child.  —  "P  is  a  consonant,  e  is  a  vowel." 

Teacher.  —  "  How  many  consonants  follow  e?" 

Child.— "One." 

Teacher.  — "  What  does  e  say  when  there  is  but  one  con- 
sonant after  it  ?  " 

Child.  —  "  It  tells  its  name  ;  it  says  e." 

The  sound  of  the  third  vowel  in  the  word  is  decided  to  be  e 
because  it  is  followed  by  two  consonants. 

NEW  PHONIC  FACTS 

Our  language  is  a  growth.  In  appearance  and  sound  it  has 
changed  with  its  growth.  Many  words  in  common  use  have 
become  more  abbreviated  in  sound  than  in  spelling ;  among 
these  are  words  beginning  with  or  containing  kn,  gn,  gu,  bu, 
wr,  mn,  silent  initial  h,  ch  like  k,  ou  like  o  before  Z,  or  r.  The 
first  letter  is  silent  in  kn,  gn,  wr ;  the  second  letter  is  silent  in 
gu,  bu,  mn.  Many  words  illustrating  these  phonograms  are  in 
the  child's  spoken  vocabulary.  These  words  have  been  in- 
cluded in  the  text  of  Book  Three. 

The  phonic  scheme  at  the  head  of  each  lesson  instructs  when 
to  teach  these  facts.  Drill  should  be  given  upon  these,  and 


BOOK   FOUR  119 

upon  the  other  facts  of  the  lessons  by  sounding  words  of  the 
Word  List,  from  the  sections  indicated  in  the  schemes. 

SPELLING 

Review  the  spelling  exercises  of  the  First  Year. 
Exercises  5,  6,  7,  8.     Written  spelling,  page  106. 
Exercises  3,  4,  8,  9, 10, 11.     Chart  spelling,  pages  110,  111,  112. 
Exercises  1,  2,  3,  4.     Seat-work  spelling,  page  107. 
Exercises  4,  5,  6.     Spelling  games,  pages  115,  116. 

SEAT  WORK 

Review  and  extend  the  seat  work  exercises  of  the  First  Year 
to  include  writing  of  original  sentences.  Use  the  exercises 
under  Seat  Work  Spelling,  page  107. 


BOOK   FOUR 

The  facts  that  have  been  selected  for  illustration  are  in  the 
accepted  reading  vocabulary  of  the  child  who  is  to  use  the  book. 
They  are :  short  i  in  endings  ice,  ile,  ine,  ise,  ite,  ive ;  y  like 
short  i  ;  y  like  long  i ;  i  like  ee  ;  i  like  consonant  y  ;  two  vowels 
coming  together  but  in  different  syllables.  Drill  upon  these  is 
to  be  given  by  sounding  words  of  the  Word  List  from  the  sec- 
tions indicated  in  the  phonic  scheme.  The  phonic  facts  pre- 
viously developed  should  be  kept  in  constant  review  by  frequent 
chart  drills,  spelling  exercises,  and  games.  These  should  be 
brisk  and  animated. 

The  child  should  \>e  required  to  apply  his  knowledge  of 
phonics  to  the  solving  of  all  word  problems  that  appear  in  the 
text.  He  should  look  for  familiar  elements  in  exceptions  in 
order  to  sound  them,  in  part  at  least.  Frequently  the  context 
will  help  him  to  the  pronunciation  of  these  words.  The  teacher 


120  MANUAL  OF   READING 

should  assist  when  the  child  is  unable  to  help  himself,  but  she 
should  never  tell  him  a  word  that  he  is  capable  of  finding  out. 

SPELLING 

Exercises  6,  7,  8.     Written  spelling,  page  106. 
Exercises  1  to  23.     Chart  spelling,  pages  108  to  115. 
Exercises  1,  2,  3,  4.     Seat  work  spelling,  page  107. 
All  spelling  games.     Pages  115,  116. 


WORD   LIST 


121 


The  sections  of  the  following  list  contain  words  illustrating 
every  family  and  phonogram  upon  the  phonic  charts.  They 
also  contain  words  illustrating  the  rules  that  are  developed  in 
the  phonic  drill.  They  include  :  - 

1.  The  vocabulary  of  over  thirty  readers  of  primary  grade. 

2.  Words  of  the  child's  vocabulary  not  included  in  these 
school  readers. 

3.  Words,  illustrating  the  value,  in  the  drill,  of  word  forms. 
The  list  is  used  as  follows  :  — 

1.  Words  to  supplement  or  emphasize  the  chart  drill  upon  a 
given  fact  may  be  selected  and  written  upon  the  board  for 
sounding.     For  this  purpose  words  illustrating  a  certain  phono- 
gram are  grouped  under  that  phonogram  ;   words  illustrating  a 
phonic  rule  are  grouped  under  that  rule. 

2.  Words  may  be  selected  from  the  list  for  use  in  spelling 
drills.     It  will  be  seen  that  the  lists  are  not  arranged  by  grades 
or  according  to  the  year  of  school  in  which  they  are  to  be  used. 
No  definite  arrangement  of  this  nature  seems  practicable  in  view 
of  the  fact  that  many  words  are  used  over  and  over  in  each 
grade,  and  that  the  intermediate  or  grammar  grade  pupil  fre- 
quently needs  to  have  his  attention  called  to  the  spelling  of 
short  words  as  well  as  to  that  of  longer  ones.     The  teacher 
should  select  from  each  section  words  suited  for  her  grade. 
She  will  use  only  those  words  that  are  actually  in  the  child's 
spoken  vocabulary  at  the  time  of  spelling. 


122 


WORD  LIST 


1. 

ab  as  in  blab 

cab 
dab 

grab 
scab 

Rabbi 
fabric 

Mab 

slab 

rabbit 

nab 
gab 
crab 
drab 

stab 
habit 
cabin 
rabid 

flabby 
shabby 
Tabby 
jabber 

2. 

ab  as  in  Abe,  babe 

ab  as  in 

babel 

Mabel 

cable 

label 

saber 

table 

3. 

eb  as  in  ebb 

web 
rebel 

treble 
pebble 

ebony 
debit 

4. 

eb  as  in 

glebe 

grebe 

eb  as  in 

zebra 

Quebec 

6. 

ib  as  in  bib 

fib 

glib 

Thibet 

jib 
rib 

squib 
ribbon 

exhibit 
driblet 

crib 

Gibbon 

giblets 
123 

tablet 

dabble 

clabber 
sabbath 

gabble 
drabble 

scabbard 

rabble 

baboon 

scrabble 

cabbage 
babble 

cabinet 
laboratory 

gable 
fable 

labor 
Tabor 

February 
nebula 

celebrity 

Hebrew 


tribune 
nibble 
quibble 
scribble 


fribble 
liberty 
contribute 


124 


MANUAL   OF   READING 


6. 

ib  as  in 

jibe 

bribe 

ib  as  in 

fiber 

bible 

7. 

ob  as  in  Bob 

cob 

sob 

bobbin 

fob 

knob 

Dobbin 

hob 
job 
mob 
rob 

snob 
blob 
throb 
robin 

goblin 
Bobby 
hobby 
lobby 

8. 

ob  as  in 

lobe 

globe 

ob  as  in 

sober 

noble 

9. 

ub  as  in  blubber 

bub 

tub 

shrub 

cub 

club 

drub 

dub 
hub 
nub 

grub 
snub 
stub 

cubby 
chubby 
rubbish 

rub 

scrub 

hubbub 

10. 

ub  as  in 

cube 

tube 

ub  as  in 

Cuba 

cubic 

11. 

ad  as  in  add 

bad 
fad 

sad 
brad 

sadly 
caddice 

bribe 

tribe 

scribe 

bible 

bobbin 

cobbler 

cobbler 

Dobbin 

lobster 

gobble 

goblin 

slobber 

hobble 

Bobby 

Robbie 

probable 

hobby 

Robert 

bobolink 

lobby 

problem 

globule 

probe 


October 


robe 


shrub 
drub 

public 
rubber 

sublime 
subtract 

cubby 
chubby 
rubbish 

lubber 
bubble 
rubble 

Hubbard 
stubble 
cherub 

hubbub 

rub-a-dub 

blubber 

tube 

tuber 

cubic 

cubit 

jubilee 

sadly 
caddice 

bladder 
ladder 

Braddock 
Madison 

WORD   LIST 


125 


gad 
had 
lad 

clad 
glad 
shad 

admire 
tadpole 
radish 

madder 
straddle 
saddle 

Aladdin 
tradition 
radical 

mad 
pad 

caddy 
daddy 

shadow 
Chaddock 

haddock 
padlock 

graduate 
madam 

12. 

ad  as  in  jade 

fade 

blade 

shade 

lade 

barricade 

made 
wade 

glade 
grade 

spade 
trade 

stockade 
blockade 

parade 
evade 

ad  as  in 

^ 

lady 

ladle 

cradle 

cadence 

13. 

ed  as  in  bed 

fed 
led 
Ned 
red 

bled 
bred 
Dred 
fled 

sled 
sped 
shred 
Edna 

pedal 
pedlar 
peddle 
federal 

impediment 
medicine 
sediment 
Jedadiah 

Ted 

Fred 

credit 

dedicate 

wed 

shed 

medal 

predicate 

14. 

ed  as  in 

cede 

Swede 

Eden 

16. 

ed  as  in  creed 

deed 
feed 
heed 

need 
reed 
seed 

weed 
bleed 
breed 

greed 
speed 
steed 

tweed 
treed 

16. 

id  as  in  bid 

Cid 
did 
hid 
kid 

chid 
slid 
skid 
midst 

fidget 
hidden 
liquid 
Sidney 

fiddle 
middle 
riddle 
griddle 

gridiron 
holiday 
pyramid 
president 

126 


MANUAL   OF   READING 


lid 

mid 
rid 

squid 
biddy 
giddy 

solid 
widow 
Florida 

nid-nod 
tid-bit 
Gideon 

stridulo 

17. 

id  as  in  bide 

hide 
ride 

wide 
bride 

slide 
stride 

beside 
decide 

provide 

side 
tide 

chide 
glide 

pride 
abide 

divide 
inside 

id  as  in 

Ida 

Fido 

trident 

spider 

18. 

od  as  in  cod 

God 
hod 

sod 
nod 

shod 
Todd 

dodder 
fodder 

shoddy 
toddle 

odd 
pod 
rod 

clod 
plod 
prod 

trod 
body 
model 

plodder 
bodkin 
modest 

Nimrod 

19. 

od  as  in  ode 

node 

mode 

rode 

Rhode 

bode 

code 

lode 

od  as  in 

Zodiac 

20.  ud  as  in  bud 

cud  scud 

mud  spud 

duds  stud 

suds  cudgel 

21.  ud  as  in 

nude 


gudgeon  Hudson 

bludgeon  Scudder 

huddle  rudder 

puddle  shudder 


sudden 


dude 


elude 


exude 


WORD   LIST 


127 


ud 

as  in 
student 

22.    am 

as  in  am 

dam 

cram 

damage 

scramble 

vampire 

ham 

dram 

hammock 

gambol 

camera 

jam 

sham 

mammoth 

clamber 

family 

ram 

slam 

pampas 

scamper 

Amazon 

Sam 

tram 

ambush 

grammar 

Abraham 

yam 

lamb 

bamboo 

stammer 

tamarack 

clam 

camel 

bramble 

rampart 

namby- 

pamby 

23.    am 

as  in  came 

dame 

lame 

tame 

flame 

became 

fame 

name 

James 

frame 

game 

same 

blame 

shame 

am 

as  in 

Lama 

stamens 

24.    em 

as  in  gem 

hem 

lemon 

Flemish 

clematis 

November 

Shem 

emblem 

blemish 

democrat 

September 

stem 

solemn 

temper 

assemble 

December 

them 

cement 

temple 

memory 

remember 

ember 

Bremen 

tremble 

feminine 

resemblance 

poem 

premise 

remedy 

pemmican 

tremulous 

25.  em  as  in 

theme 

26.  eem  as  in 

deem 


scheme  extreme         supreme 


seem 


teem 


128 


MANUAL   OF   READING 


27. 

im  as  in  him 

Jim 

swim 

pilgrim 

dimple 

scrimmage 

rim 

trim 

gimlet 

simple 

stimulate 

vim 

whim 

flimsy 

wimple 

eliminate 

brim 

scrim 

timber 

nimble 

scimitar 

grim 

timid 

simmer 

thimble 

dimity 

prim 

limit 

shimmer 

limpet 

primitive 

skim 

kimbo 

glimmer 

crimson 

chimpanzee 

slim 

mimic 

glimpse 

chimney 

28. 

im  as  in  chime 

dime 

rime 

clime 

prime 

slime 

lime 

time 

crime 

grime 

chime 

29. 

om  as  in  bom 

Torn 

comet 

homage 

somber 

domino 

from 

comic 

pompon 

Thompson 

hominy 

romp 

vomit 

promise 

trombone 

Lombardy 

30. 

om  as  in  home 

dome 

tome 

Rome 

chrome 

Nokomis 

31. 

om  as  in  come 

some 

blossom 

kingdom 

wisdom 

become 

compass 

stomach 

company 

32. 

um  as  in  hum 

rum 

scum 

plumb 

clumsy 

summer 

mum" 

slum 

thumb 

dummy 

cucumber 

sum 

strum 

bumble 

lumber 

flummery 

gum 

thrum 

fumble 

slumber 

umbrella 

chum 

jump 

jumble 

number 

cerebrum 

drum 

dump 

stumble 

Nahum 

columbine 

glum 

crumb 

tumble 

autumn 

plum 

numb 

grumble 

rummage 

WORD   LIST 


129 


33.    um  as  in 
fume  flume  plume 


spume 


exhume 


34. 

ap  as  in  cap 

gap 

yap 

scrap 

vapid 

capture 

map 

chap 

strap 

captain 

happen 

lap 

clap 

wrap 

chapter 

Lapland 

nap 

flap 

apple 

napkin 

papoose 

rap 

slap 

dapple 

baptist 

perhaps 

sap 

snap 

grapple 

baptism 

shrapnel 

tap 

trap 

rapid 

capitol 

Japanese 

35. 

ap  as  in  ape 

cape 

tape 

drape 

shape 

escape 

nape 

crape 

grape 

scrape 

ap  as  in 

staple 

maple 

caper 

paper 

taper 

36. 

ep  as  in  rep 

step 

slept 

leper 

Beppo 

heptagon 

kept 

swept 

pepper 

pepsin 

September 

wept 

depth 

scepter 

tepid 

perception 

crept 

adept 

shephercl 

Neptune 

preparation 

37. 

eep  as  in  deep 

keep 

weep 

sleep 

creep 

sweep 

peep 

cheep 

sheep 

steep 

eep  as  in 

steeple 

38. 

ip  as  in  dip 

hip 

tip 

ship 

scrip 

skipper 

Jip 

Zip 

slip 

script 

slipper 

130 


MANUAL  OF   READING 


lip 

chip 

skip 

tulip 

cripple 

nip 

clip 

snip 

turnip 

stipple 

pip 

drip 

trip 

catnip 

stipule 

rip 

flip 

whip 

Philip 

kipper 

sip 

grip 

strip 

Scipio 

39. 

ip  as  in  stipe 

pipe 

wipe 

snipe 

stripe 

ripe 

gripe 

tripe 

ip  as  in 

piper 

viper 

biped 

40. 

op  as  in  optic 

cop 

pop 

drop 

stop 

copper 

fop 

sop 

flop 

strop 

hopper 

hop 
lop 

top 
chop 

prop 
shop 

tropic 
poplar 

proper 
stopper 

mop 

crop 

slop 

Cyclops 

adopted 

41. 

op  as  in  ope 

cope 
hope 

lope 
mope 

pope 
rope 

grope 
scope 

slope 
elope 

op  as  in 

toper 

42. 

up  as  in  cup 

pup 

up 

abrupt 

crupper 

upper 

sup 

sirup 

supper 

scupper 

Tupper 

43. 

up  as  in 

dupe 

up  as  in 

pupil 

WORD   LIST 


131 


44.    an  as  in  van 


can 

Hans 

canteen 

transfer 

chancel 

Dan 

plan 

hansom 

lantern 

channel 

fan 

scan 

answer 

banish 

flannel 

man 

span 

banner 

vanish 

bantam 

Nan 

than 

gander 

Fannie 

Spanish 

pan 

Anna 

glander 

Francis 

January 

ran 

Santa 

handle 

frantic 

cranberry 

tan 

stanza 

pansies 

granite 

mandarin 

bran 

began' 

prancer 

cranny 

Canada 

clan 

anvil 

shanty 

slander 

Pandora 

45. 

an  as  in  Dane 

bane 

Jane 

pane 

wane 

thane 

cane 

lane 

sane 

plane 

fane 

mane 

vane 

crane. 

46. 

en  as  in  Ben 

den 

lens 

kitchen 

slender 

general 

fen 

then 

children 

Spencer 

benefit 

hen 

when 

blenny 

kennel 

strenuous 

men 

enter 

frenzy 

pencil 

valentine 

pen 

census 

Jennie 

stencil 

venison 

ten 

Genoa 

plenty 

prentice 

grenadier 

wen 

lentil 

twenty 

rennet 

glen 

chicken 

fender 

senator 

47. 

en  as  in 

scene 

48. 

een  as  in  thirteen 

keen 

green 

sheen 

spleen 

canteen 

seen 

queen 

screen 

between 

sixteen 

132 


MANUAL   OF   READING 


49.    in 

as  in  bin 

fin 

thin 

minute 

spindle 

violin 

gin 

twin 

dinner 

swindle 

vinegar 

kin 

whin 

winner 

fringy 

principal 

pin 

begin 

ginger 

ninny 

sentinel 

sin 

linen 

hinder 

quinsy 

opinion 

tin 

linden 

finish 

stringent 

Virginia 

win 

sinew 

linnet 

window 

crinoline 

chin 

Ninoo 

instant 

destine 

scintillate 

grin 

rinse 

tinsel 

chlorine 

sleep-sin-by 

shin 

quince 

brindle 

Minnie 

trinity 

skin 

clinic 

dwindle 

minister 

infinite 

spin 

engine 

kindle 

Hamelin 

indeed 

60.   in 

as  in  opine 

dine 

mine 

wine 

shine 

spine 

fine 

nine 

sine 

twine 

swine 

kine 

pine 

tine 

thine 

decline 

line 

vine 

brine 

whine 

in 

as  in 

Chinese 

51.    on 

as  in  con 

Don 

bronze 

chronic 

sonnet 

bonfire 

fond 

tonic 

Donald 

confess 

responsive 

John 

honor 

honest 

jonquil 

Wisconsin 

frond 

bonnet 

monster 

tonsils 

nonsense 

blonde 

concert 

pongee 

gondola 

bronchial 

scone 

content 

Ronald 

yonder 

52.    on 

as  in  alone 

bone 

lone 

crone 

prone 

zone 

cone 

pone 

drone 

shone 

telephone 

hone 

tone 

Jones 

stone 

WORD   LIST 


133 


53.    on 

as  in  ton 

son 

button 

lemon 

Monday 

talons 

won 

cannon 

Leon 

money 

Ericson 

once 

cotton 

lion 

prison 

Marion 

none 

lesson 

Lisbon 

reason 

cushion 

month 

heron 

London 

reckon 

onion 

apron 

honey 

melon 

ribbon 

wagon 

54.    un 

as  in  begun 

bun 

pun 

crunch 

bundle 

begun 

dun 

run 

lunch 

trundle 

funny 

fun 

sun 

munch 

tunnel 

cunning 

gun 

shun 

dunce 

blunder 

Sunday 

Hun 

spun 

grunt 

plunder 

sunset 

nun 

stun 

until 

hundred 

Brunswick 

55.    un 

as  in  union 

dune 

tune 

immune 

June 

fortune 

tribune 

56.    at 

as  in  cat 

bat 

flat 

batter 

spatter 

gatling 

fat 

scat 

chatter 

splatter 

platform 

mat 

slat 

clatter 

blatter 

natural 

Nat 

that 

flatter 

Brattle 

battery 

pat 

sprat 

matter 

prattle 

gratitude 

rat 

Latin 

platter 

rattle 

satisfied 

sat 

catkin 

scatter 

attract 

stratify 

vat 

catnip 

shatter 

lattice 

caterpillar 

chat 

statue 

smatter 

tattoo 

57.    as 

in  ate 

date 

late 

hate 

crate 

celebrate 

fate 

mate 

prate 

plate 

delicate 

134 


MANUAL   OF    READING 


gate 
Kate 

58. 

get 

jet 

let 

met 

net 

pet 

set 


fleet 


bit 

fit 

flit 

grit 

hit 

kit 

knit 


rate 
bate 

et  as  in  let 

wet 

yet 

debt 

fret 

whet 

poet 

suet 


59.    eet  as  in  beet 
feet  greet 


meet 


60.    it  as  in  bit 


lit 

mit 

pit 

sit 

wit 

slit 

spit 


61.  it  as  in  cite 

bite  site 

quite  mite 

rite  spite 

62.  ot  as  in  cot 

blot  lot 

clot  not 

dot  plot 


slate 
grate 

better 

letter 

Betty 

Hetty 

kettle 

mettle 

petal 

sheet 
sleet 


twit 

whit 

writ 

split 

quit 

ditto 

ditty 


sprite 

trite 

white 


Scott 

shot 

slot 


state 
skate 

playmate 
vibrate 

quiet 
secret 

Fletcher 
Juliet 

market 

floweret 

basket 

coverlet 

closet 

violet 

garret 
brooklet 

metal 

* 

street 

tweet 

sweet 

critic 

twitter 

brittle 

Whittier 

little 
whittle 

pitiful 
'  ritual 

kitten 
mitten 

spirit 
Italy 

written 

irritate 

write 

polite 

smite 

excite 

invite 

incite 

cotton 

throttle 

grotto 
motto 

totter 
bottle 

WORD   LIST 


135 


got 

pot 

spot 

forgot 

blotter 

hot 

rot 

tot 

glottis 

bottom 

jot 

sot 

knot 

Scotland 

flotsam 

63. 

ot  as  in  rote 

note 

smote 

tote 

vote 

wrote 

t  as  in 

hotel 

64. 

ut  as  in  but 

cut 

strut 

cuttle 

butter 

gutter 

hut 

button 

scuttle 

cutter 

mutter 

jut 

Button 

shuttle 

clutter 

putter 

nut 

mutton 

Tuttle 

flutter 

catgut 

rut 

glutton 

butler 

stutter 

nutmeg 

shut 

putty 

cutler 

shutter 

butterfly 

smut 

walnut 

sutler 

sputter 

buttercup 

66. 

ut  as  in  chute 

cute 

jute 

mute 

flute 

lute 

dispute 

astute 

ut  as  in 

beauty 

duty 

gluten 

beautiful 

66. 

ag  as  in  crag 

bag 

flag 

rag 

haggle 

dagger 

brag 

Jag 

sag 

straggle 

swagger 

drag 

lag 

slag 

scraggy 

stagger 

fag 

Mag 

snag 

shaggy 

spaghetti 

stag 

swag 

wag     , 

magpie 

fragment 

67 

ag  as  in  age 

cage 

page 

rage 

wage 

assuage 

gage 

sage 

stage 

image 

enrage 

136 


MANUAL  OF  READING 


68. 

eg  as  in  leg 

dregs 

keg 

Gregory 

segment 

megaphone 

egg 

leg 

Peggy 

neglect 

negative 

Peg 

legume 

regular 

beggar 

Pegasus 

69. 

ig  as  in  big 

dig 

wig 

whig 

bigger 

lignite 

% 

brig 

sprig 

dignity 

niggard 

gig 

grig 

stigma 

frigate 

signal 

jig 

prig 

trigger 

Higgins 

Quigley 

Pig 

trig 

giggle 

spigot 

indigo 

rig 

twig 

wigwam 

ligament 

whirligig 

70. 

og  as  in  clog 

bog 

fog 

nog 

frog 

progress 

cog 

hog 

jog 

togs 

soggy 

dog 

log 

flog 

grog 

71. 

og  as  in 

doge 

gamboge 

72. 

ug  as  in  thug 

bug 

jug 

rug 

slug 

muggy 

dug 

lug 

drug 

snug 

nugget 

hug 

Pug 

plug 

shrug 

struggle 

73. 

ug  as  in 

huge 

74. 

and  as  in  and 

band 

hand 

strand 

Standish 

chandler 

bland 

Rand 

grandma 

handsome 

England 

brand 

sand 

grandpa 

sandstone 

Greenland 

gland 

Shand 

handle 

sandy 

expand 

grand 

stand 

handy 

standard 

WORD   LIST 


137 


and  as  in 

candle  Flanders 

dandle  gander 

scandal          slander 
vandal  candy 

75.  end  as  in  end 
bend  rend 
blend  fend 
lend  send 
mend  tend 

end  as  in  gender 
slender  Endicott 

76.  ind  as  in  behind 
bind  find 
blind               grind 

77.  ind  as  in  window 
brindle  swindle 
kindle            dwindle 
spindle           cinder 

78.  ond  as  in 

blonde 

79.  ond  as  in 

seconds 
ond  as  in 

wonderful 


landau 

Anderson 

Pandora 

mandarin 

Androcles 

tandem 

mandolin 

dandelion 

candor 

mandrake 

fandango 

trend 
wend 
vend 
defend 

depend 
pretend 
fender 
lender 

tender 
vender 
pendant 
descend 

Kendal 

splendid 

surrender 

hind 

mind 

rind 

kind 

wind 

kindest 

flinders 

Hindoo 

index 

cylinder 
linden 

Indian 
India 

kindlings 
indigo 

bond 


diamonds 


80.    und  as  in  Fundy 
blunder          sunder  bundle 

plunder         thunder         trundle 


fond 


pond 


wonder          Monday         London 


hundred         Bundy 
under 


138 


MANUAL   OF   READING 


81.    ash 

as  in  ashes 

cash 
dash 

mash 
rash 

clash 
crash 

plash 
slash 

thrash 
bashful 

hash 

sash 

flash 

smash 

fashion 

lash 

brash 

gnash 

trash 

eyelash 

82.    esh 

as  in 

flesh 

fresh 

mesh 

thresh 

83.    ish 

as  in  dish 

fish 

childish 

foolish 

reddish 

tarnish 

wish 

dervish 

furnish 

selfish 

varnish 

bluish 
cherish 

English 
finish 

Irish 
punish 

vanish 
brownish 

jinrikisha 

84.    osh 

as  in 

Joshua 

mackintosh 

85.    ush 

as  in  gush 

hush 
mush 

blush 
brush 

crush 
flush 

plush 
rush 

slush 
thrush 

86.    ush 

as  in  rosebush. 

bush 

bushel 

bushy 

push 

cushion 

87.    ack 

as  in  alack. 

back 
hack 
Jack 
lack 
Mack 
pack 
rack 

sack 
tack 
clack 
crack 
knack 
quack 
slack 

smack 
snack 
stack 
track 
thwack 
whack 
attack 

bracket 
jacket 
placket 
cackle 
grackle 
shackle 
tackle 

package 
unpack 
brackish 
jackdaw 
mackintosh 
mackerel 

88.    eck 

as  in  reck 

Breck 

deck 

speck 

reckon 

woodpecker 

WORD  LIST 


139 


check 

neck 

wreck 

freckle 

speckle 

fleck 

peck 

beckon 

89. 

ick  as  in  chick 

brick 

nick 

tick 

trickle 

hickory 

click 

pick 

trick 

bicker 

dickory 

crick 

prick 

thick 

flicker 

Pickering 

Dick 

quick 

Vick 

snicker 

Frederick 

flick 

sick 

wick 

cricket 

chick-a-dee 

kick 

slick 

fickle 

thicket 

chicken 

lick 

stick 

tickle 

hayrick 

chicken- 

licken 

90. 

ock  as  in  haycock 

block 

dock 

lock 

stock 

tick-took 

Brock 

flock 

mock 

hockey 

Murdock 

cock 

frock 

rock 

jockey 

cockle 

clock 

hock 

sock 

pocket 

hollyhock 

crock 

knock 

shock 

sprocket 

rock-a-bye 

91. 

uck  as  in  buck 

duck 

suck 

stuck 

buckle 

cuckoo 

huck 

tuck 

shuck 

knuckle 

duckling 

luck 

chuck 

pluck 

pucker 

bucket 

muck 

cluck 

truck 

sucker 

Kentucky 

Puck 

Gluck 

struck 

tucker 

Pawtucket 

92. 

act  as  in  fact 

tact 

abstract 

compact 

extract 

tract 

attract 

contact 

exact 

act  as  in 

actor 

factor 

factory 

character 

93.    ect  as  in  sect 
affect  direct 


effect 


object 


suspect 


140 


MANUAL   OF   READING 


collect 
correct 

deflect 
elect 

expect 
infect 

detect 

erect 

insect 

94.    ict 

as  in  Picts 

evict 

afflict 

convict 

edict 
strict 

addict 
conflict 

depict 
inflict 

95.    oct 

as  in 

concoct 

oct 

as  in 

doctor 

96.    uct 

as  in  duct 

abduct 

induct 

conduct 

deduct 

uct 

as  in 

suction 

fluctuate 

97.   ank 

as  in  Frank 

bank 

rank 

clank 

dank 

sank 

crank 

hank 

tank 

drank 

lank 

blank 

flank 

98.    ink 

as  in  link 

ink 
kink 
mink 

pink 
rink 
blink 

clink 
prink 
drink 

sink 

brink 

slink 

wink 

chink 

stink 

99.    onk 

as  in 

honk 

donkev 

perfect 

select 

subject 


predict 
verdict 
friction 


construct 
instruct 

ductile 

plank 
prank 
shank 
spank 

spink 

think 

shrink 

tinker 

trinket 


respect 
lecture 
rectangle 

derelict 
contradict 


obstruct 
structure 


thank 
shrank 
blanket 
Franklin 


crinkle 

sprinkle 

twinkle 

wrinkle 

bobolink 


WORD  LIST 


141 


100.    onk  as  in 

monk 


monkey 


101.  unk  as  in  chipmunk 

hunk  chunk             flunk  spunk 

junk  drunk             plunk  skunk 

sunk  bunk              slunk  trunk 

102.  ask  as  in 

cask  mask  task  flask 

103.  esk  as  in 

desk  eskimo 

104.  isk  as  frisk 

brisk  disk  Fisk  whisk 

106.    usk  as  in 
dusk  rusk  husk  tusk 

106.  amp  as  in  camp 

damp  clamp  tramp  samp 

lamp  cramp  Hampton       champ 

amp  as  in 

ample  hamper          tamper 

trample          pamper          pampas 

107.  emp  as  in 

hemp 
emp  as  in 
temper 


grampus 
lamprey 


108.    emp  as  in 

attempt 


empty 
temple 

tempt 


templar 
unkempt 


shrunk 


basket 


whiskers 
dusky 

stamp 
scamp 

stampede 


tempest 


142 


MANUAL   OF    READING 


109. 

imp  as  in  crimp 

gimp 

limp                glimpse 

scrimp 

Simpson 

imp  as  in  dimple 

pimple           rimple 

whimper 

simply 

simple            wimple 

simper 

110. 

omp  as  in 

pomp              romp 

Thompson 

111. 

omp  as  in  prompt 

112. 

ump  as  in   bump 

chump 

jump              plump 

trump 

gumption 

clump 

lump              slump 

crumpet 

pumpkin 

dump 

mumps           stump 

trumpet 

hump 

pump             thump 

sumpter 

ump  as  in 

crumple         rumple 

113. 

ang  as  in  bang 

clang 

pang               sang 

gang 

Whang 

fang 

Prang            tang 

twang 

Langdon 

hang 

rang               slang 

sprang 

Wolfgang 

ang  as  in  language 

dangle            mangle 

tangle 

kangeroo 

jangle             spangle 

strangle 

entangled 

114.  ang  as  in 

change  grange  mange  range  strange 

ang  as  in 
angel  danger  manger          ranger  stranger 

115.  ing  as  in  bring 

cling  ping  spring  string  gosling 


WORD   LIST 


143 


ding 
fling 
king 

ring 
sing 
sling 

sting 
swing 
thing 

wing 
lying 
viking 

nothing 
Witling 
kingdom 

ing  as  in  single 

dingle 
jingle 

kringle 
mingle 

shingle 
tingle 

Domingo 
finger 

116. 

ing  as  in  tinge 

cringe 

fringe 

hinge 

singe 

twinge 

117. 

ong  as  in  along 

dong 
gong 
long 

prong 
song 
strong 

tongs 
thong 
throng 

belong 
oblong 
prolong 

Hongkong 
ping  pong 

ong  as  in 

congress 

Mongol 

118. 

ong  as  in 

among 

mongrel 

tongue 

119. 

ung  as  in  clung 

flung 
hung 
sung 

lung 
rung 
bung 

slung 
stung 
pung 

strung 
swung 
sprung 

young 

ung  as  in 

hungry 

hunger 

bungle 

jungle 

120. 

ung  as  in 

lunge 

plunge 

121. 

atch  as  in  batch 

catch 
hatch 

latch 
match 

patch 
scratch 

snatch 
thatch 

satchel 
ratchet 

144 


MANUAL   OF   READING 


122.  etch  as  in  retch 

fetch  sketch 

ketch  vetch 

123.  itch  as  in  flitch 

ditch  pitch 

hitch  stitch 

124.  ich  as  in 

rich  which 

125.  otch  as  in 

botch  blotch  crotch 

126.  utch  as  in  Dutch 
clutch  crutch  hutch 


127.    uch  as  in 
much 


such 


128.    anch  as  in  Blanche 
blanch  branch  cranch 


129.    anch  as  in 
hanch 
anch  as  in 
franchise 


planch 
stanchion 


130.  ance  as  in  lance 
chance  dance  glance 

131.  ance  as  in  cancer 
cancel  chancel          fancy 


stretch 
Gretchen 


witch 
kitchen 


notch 
smutch 


lanch 


ranch 


prance 


Nancy 


Pritchard 


Scotch 
escutcheon 


stanch 


trance 


lancet 


WORD   LIST 


145 


132.  ench  as  in  bench 

blench  drench 

clench  French 

133.  ence  as  in  fence 

hence  pence  whence 

absence          silence  Spence 

sentence        thence  Florence 
independence 

134.  inch  as  in  winch 
clinch  finch  flinch 

135.  ince  as  in 


mince 


prince 
ince  as  in 


quince 


sincere 


pincers 

136.  onch  as  in 

conch 
onch  as  in 
broncho 

137.  once  as  in 

once 

138.  unch  as  in  clunch 

bunch  hunch 

crunch  lunch 

139.  unce  as  in 

dunce 


quench 
tench 


presence 

essence 

commence 


Linch 


since 


bronchitis      bronchial 


munch 
punch 


trench 
stench 


excellence 
innocence 
prominence 


pinch 


wince 


scrunch 


146 


MANUAL   OF   READING 


140.  ass  as  in  brass 

bass  glass  lass 

class  grass  mass 

ass  as  in 

molasses 

141.  ass  as  in  lasso 

Hassan          passage          sassafras        tassel 

142.  ase  as  in 

base  case  chase 

143.  ase  as  in 

rase 

144.  ess  as  in  Bess 


pass 
trass 


vassal 


vase 


bless 
chess 

less 
mess 

business 
careless 

goodness 
lesson 

unless 
lioness 

cress 
dress 
guess 
Hess 

press 
stress 
Tess 

tress 

confess 
darkness 
express 
harness 

message 
progress 
princess 
recess 

faithfulness 
happiness 
helpfulness 
wilderness 

jess 

address 

helpless 

spotless 

professor 

ess  as  in 

Jessie 

sessile 

vessel 

messenger 

necessity 

145. 

ese  as  in 

these 

146. 

iss  as  in  bliss 

hiss 

miss 

Swiss 

criss-cross 

kiss 

siss 

Twiss 

iss  as  in  missal 

missile  missive  Mississippi    dissect 


lissome 


147.  iss  as  in 

dissolve 

148.  ise  as  in  rise 


WORD  LIST 


scissors 


147 


wise 

advise 

advertise 

surmise 

arise 

chastise 

exercise 

surprise 

149. 

oss  as  in  across 

boss 

floss 

loss 

Foss 

cross 
dross 

fosse 
gloss 

moss 
Ross 

bossy 

joss-stick 

oss  as  in 

ossor 

n          Flossie 

fossil 

possess 

possible 

160. 

ose  as  in  brose 

chose 
close 

hose 
nose 

pose 
prose 

rose 
those 

151. 

ose  as  in 

dose 

close 

morose 

152. 

ose  as  in 

lose 

whose 

153. 

uss  as  in 

Huss 

fuss 

muss 

truss 

uss  as  in 

russet 

brussels 

154. 

uss  as  in 

puss 

155. 

use  as  in 

fuse 

muse 

amuse 

refuse 

148 

MANUAL   OF   READING 

156. 

use  as  in 

useful 

useless 

refuse 

obtuse 

167. 

ant  as  in 

ant 

chant 

grant 

pant 

slant 

158. 

ant  as  in  antlers 

brant 

cant 

Kant 

plant 

rant 

scant 

ant  as  in  bantam 

frantic 

lantern 

mantel 

Santa 

shanty 

Scranton 

159. 

ant  as  in 

elephant 

merchant 

pleasant 

truant 

160. 

ent  as  in  bent 

blent 

pent 

tent 

moment 

invent 

cent 

rent 

vent 

present 

prevent 

dent 

sent 

went 

prevent 

president 

Kent 

lent 

content 

silent 

regiment 

Brent 

spent 

consent 

extent 

independent 

ent  as  in  enter 

carpenter 

gentile 

Quentin 

valentine 

central 

gentle 

twenty 

161. 

int  as  in  dint 

chintz 

hint 

print 

sprint 

flint 

lint 

squint 

stint 

glint 

mint 

splint 

tint 

int  as  in 

winter 

vintage 

Clinton 

scintillate 

WORD   LIST 


149 


162.  ont  as  in 

font  Montcalm 

ont  as  in 
contain          content          Montana 

163.  ont  as  in 

front  wont 

164.  unt  as  in  blunt 


pontiff 


Pocahontas 


brunt 
grunt 

hunt 
Lunt 

punt 
runt 

shunt 
stunt 

bunting 

unt  as  in 

until 

Gunter 

junto 

166. 

ast  as  in  cast 

* 

blast 
fast 

last 
mast 

past 
vast 

caster 
pasture 

ast  as  in 

master 

pastor 

plaster 

166. 

ast  as  in 

bast 

hast 

plastic 

chastise 

Erastus 

167. 

aste  as  in 

baste 

haste 

taste 

waste 

chaste 

168. 

est  as  in  lest 

jest 
nest 
pest 
rest 
test 
vest 

crest 
quest 
arrest 
bluest 
forest 
honest 

safest 
spryest 
chestnut 
gesture 
western 
biggest 

deepest 
fairest 
wisest 
nestlings 
greenest 
harvest 

steepest 
warmest 
tiniest 
prettiest 
gladdest 
reddest 

150 


MANUAL   OF   READING 


zest 
blest 
chest 

nicest 
longest 
ripest 

cleanest 
earnest 
dearest 

highest 
shortest 
sourest 

strongest 
happiest 
pleasantest 

est  as  in 

Hester 

Kestrel 

prestige 

Lester 

yesterday 

169. 

ist  as  in  hist 

fist 

mist 

twist 

wrist 

wistful 

list 

grist 

whist 

schist 

ist  as  in  blister 

cistern 

Bristol 

mistress 

sister 

distant 

distance 

mistake 

vista 

distress 

history 

pristine 

170. 

ost  as  in 

cost 

frost 

lost 

ost  as  in  Boston 

foster 

nostril 

rostrum 

hostage 

prostrate 

ostrich 

171.  ost  as  in  ghost 

almost  host  most  post  postal 

172.  ost  as  in 

dost 

173.  ust  as  in  lust 

crust  gust  must  thrust  August 

dust  just  rust  trust  lust 

ust  as  in  bluster 

accustom       luster  mustard  sustain  illustrate 

cluster  muster  musty  trustee  lustily 

fluster  justice  rustic  frustrate 


WORD   LIST 


151 


174.  asp  as  in  asp 
clasp  gasp 

asp  as  in 
Casper 

175.  esp  as  in 

trespass 

176.  isp  as  in 

lisp 
isp  as  in 

whisper 

177.  osp  as  in 

hospital 

178.  usp  as  in 

cusp 

179.  aft  as  in  after 

abaft  daft 

craft  draft 

180.  eft  as  in  weft 

cleft 
left 

181.  ift  as  in  drift 

gift 
shift 

ift  as  in 

fifty 


grasp  hasp 

jasper 

vesper 
wisp 


rasp 


hospice          prosper 


graft 
haft 


deft 
reft 


lift 
swift 

Clifton 


raft 
shaft 


heft 
theft 


sift 
thrift 

fifteen 


Taft 
waft 


152 


MANUAL   OF   READING 


182.  oft  as  in 

croft  loft  oft 

oft  as  in 

softly  softer  lofty 

183.  uft  as  in 

tuft 

184.  ath  as  in 

bath  lath  path  father 

185.  ath  as  in  Athens 

athlete  aftermath      Catherine      catholic 

ath  as  in 
Mathers         fathom  gather  lather 


186.    ath  as  in 
bathe 


lathe 


187.    eth  as  in  Beth 
Seth  loveth  laugheth 


soft 


method 
giveth 

eth  as  in 
nether  brethren 


burneth         prayeth 
droopeth        worketh 


spathe 


Elizabeth 

Bethlehem 

comforteth 


Hiawatha 

mathematics 
rather 

swathe 


lethargy 
Methodist 


whether        together        Netherlands 


188.    ith  as  in  lith 

frith  pith 

kith  smith 

ith  as  in  with 
hither  wither 


zither 
Edith 

thither 


litharge 
cithern 


arithmetic 


without         whither 


WORD   LIST 


153 


189. 

ith  as  in 

lithe 

blithe 

tithe 

withe 

190. 

ilth  as  in 

filth 

tilth 

191. 

oth  as  in  cloth 

moth 

froth 

moth 

sloth 

broth 

Goth 

Roth 

troth 

192. 

oth  as  in 

both 

loth 

oth  as  in 

clothe 

clothing 

193. 

oth  as  in 

doth 

nothing 

oth  as  in 

other 

brother 

mother 

smother 

194. 

uth  as  in 

Luther 

195. 


writhe 


wroth 


another 


uth  as  in 

Cuthbert       Guthrie 
uth  as  in 

Rutherford   Sutherland    Cruthers 


196. 


197. 


aff  as  in 
chaff 

aff  as  in 
gaff 


quaff 
giraffe 


staff 


chaff 


154 


MANUAL   OF   READING 


aff 

as  ,in  affable 

baffle 
Caffre 

daffodil 
Kaffir 

raffle 
saffron 

scaffold 
snaffle 

taffy 
traffic 

198.    afe 

as  in 

chafe 

safe 

199.    eff 

as  in 

Effie 

effect 

Jefferson 

200.    iff 

as  in 

cliff 

sniff 

stiff 

whiff 

riff-raff 

iff 

as  in 

different 

difficult 

Gifford 

griffin 

ji% 

201.   ife 

as  in 

fife 

life 

strife 

knife 

rife 

wife 

202.    off 

as  in 

doff 

scoff 

off 

as  in 

offer 

coffee 

coffer 

officer 

proffer 

203.    uff 

as  in  buff 

bluff 
cuff 
fluff 

gruff 
huff 
luff 

muff 
puff 

ruff 
snuff 

stuff 
duff 

uff 

as  in  buffalo 

guffaw 
Muffet 

muffin 
shuffle 

suffer 
suffix 

fluffy 

204.    alp 

as  in 

alp 

palp 

scalp 

WORD  LIST 


155 


206.    elp  as  in 

help  kelp  whelp  yelp 

206.  ulp  as  in 

gulp 

207.  aid  as  in 

bald 
aid  as  in  Alden 

alder  Aldrich          Spalding        Waldo 


kelp  whelp 

sculptor 

scald 


caldron 

Maiden 

thraldom 

208. 

eld  as  in 

held 

weld 

eld  as  in 

elder 

eldest 

Eldred 

seldom 

sheldrake 

209. 

ild  as  in 

mild 

child 

wild 

210. 

ild  as  in 

gild 

build 

ild  as  in 

Hilda 

children 

Matilda 

mildew 

Mildred 

211. 

old  as  in  behold 

bold 
cold 

fold 
gold 

mold 
sold 

scold 
told 

golden 
Harold 

212.  uld  as  in 

Hulda 

213.  all  as  in  all 
ball  gall 


pall 


stall 


wall 


156 


MANUAL   OF    READING 


call 
fall 

hall 
mall 

squall 
small 

214. 

all  as  in  alley 

callow 
fallow 
hallow 
mallow 

tallow 
dally 
rally 

sally 
tally 
valley 

215. 

ale  as  in  ale 

bale 

kale 

sale 

dale 

male 

scale 

gale 
hale 

pale 

shale 

216. 

ell  as  in  bell 

cell 
dell 

Nell 
sell 

yell 
dwell 

ell 
fell 

tell 
well 

quell 

ell  as  in  Ella 

bellow 

mellow 

jelly 

fellow 

hello 

cellar 

217. 

eel  as  in  creel 

feel 

keel 

heel 

peel 

218. 

ill  as  in  ill 

bill 

mill 

chill 

fill 
gill 
hill 
Jill 
kill 

pill 
rill 
sill 
till 
will 

drill 
frill 
grill 
quill 
skill 

tall 


ballad 
pallid 
challenge 


stale 

swale 

tale 


shell 
smell 
spell 


Arabella 
Isabella 


reel 
steel 


thrall 


gallant 

gallon 

gallop 


vale 
wale 
whale 


swell 

Lowell 

pell-mell 


umbrella 
McClellen 

wheel 


chill 
drill 

spill 
still 

shrill 
thrill 

frill 

swill 

million 

grill 
quill 
skill 

thill 
trill 
twill 

brilliant 
miller 
windmill 

WORD  LIST 


157 


ill  as  in  billet 

billy 

Willie 

pillar 

billet 

Murillo 

silly 

pillow 

millet 

willow 

milliner 

219. 

ile  as  in  mile 

file 

smile 

stile 

vile 

while 

pile 

spile 

tile 

wile 

220. 

oil  as  in 

doll 

loll    ' 

Moll 

Noll 

poll 

oil  as  in  folly 

j°ny 

follow 

dollie 

dollar 

Holland 

collar 

hollow 

college 

pollen 

221. 

oil  as  in  boll 

poll 

toll 

knoll 

scroll 

roll 

droll 

troll 

222. 

ole  as  in  bole 

Cole 

hole 

pole 

sole 

whole 

dole 

mole 

role 

stole 

oriole 

223. 

ull  as  in  cull 

dull 

hull 

mull 

scull 

gull 

lull 

null 

skull 

ull  as  in 

sullen 

Sully 

crullers 

mullet 

224. 

ull  as  in 

bull 

full 

pull 

225. 

ule  as  in 

mule 

158 


MANUAL  OF  READING 


226. 

alt  as  in 

malt 

Gait 

halt 

salt 

waltz 

alt  as  in  alter 

falter 

Dalton 

Baltic 

Walter 

paltry 

Baltimore 

227. 

elt  as  in  felt 

belt 
celt 

melt 
pelt 

welt 
knelt 

spelt 
dwelt 

elt  as  in  helter 

delta 

seltzer 

shelter 

helter 

Felton 

Skelton 

swelter 

skelter 

228. 

ilt  as  in  kilt 

gilt 
hilt 

lilt 
silt 

tilt 
wilt 

guilt 
stilt 

quilt 
built 

jiH 

ilt  as  in 

Milton 

filter 

kilter 

229. 

olt  as  in  bolt 

colt 

Holt 

molt 

dolt 

jolt 

volt 

230. 

ult  as  in  adult 

culture 

consult 

insult 

vulture 

exult 

ult  as  in 

sultry 

multiply 

cultivate 

231o 

ow  as  in  vow 

bow 
cow 
how 

prow 
scow 
trow 

drown 
frown 
fowl 

crowd 
bower 
flower 

coward 
cowslip 
downy 

WORD   LIST 


159 


now 
row 
sow 

down 
gown 
town 

growl 
howl 
scowl 

brow 

clown 

towel 

meow 

crown 

vowel 

plow 

brown 

browse 

232. 

ow  as  in  arrow 

bow 
low 
mow 

grow 
know 
show 

flown 
grown 
known 

row 

slow 

mown 

sow 

snow 

bowl 

tow 
blow 

stow 
throw 

growth 
bellow 

crow 

owe 

fellow 

flow 
glow 

own 
blown 

yellow 
fallow 

233. 

ou  as  in  out 

our 

scout 

cloud 

hour 
sour 

shout 
snout 

proud 
loud 

flour 
scour 
about 

spout 
sprout 
stout 

louder 
abound 
bound 

doubt 

trout 

found 

gout 
pout 

mouth 
south 

ground 
hound 

234. 

ou  as  in  you 

croup 
group 

soup 
troupe 

Louis 
your 

power 
powder 
shower 

drowsy 
chow-chow 
bow-wow 

tower 

chowder 

brownie 

hallow 

lower 

tallow 

mower 

hollow 

minnow 

pillow 
willow 

shadow 
window 

below 

rainbow 

borrow 
harrow 

snowy 
toward 

marrow 

Bowdoin 

narrow 

to-morrow 

mound 

arouse 

pound 
round 

thousand 
blouse 

sound 

house 

wound 

mouse 

count 

crouch 

counter 
fountain 
mountain 

pounce 
bough 
plough 

bouquet 
through 

Louisa 
cantaloupe 

160 


MANUAL   OF   READING 


235.    ou 

as  in  soul 

four 
pour 
dough 

though 
fourth 
fourteen 

course 
shoulder 

mourned 
although 

mould 
smoulder 

236.    ou 

as  in  young 

rough 
tough 

enough 
trouble 

country 
cousin 

courage 
double 

237.    ou 

as  in  thought 

bought 
brought 

ought 
fought 

sought 
cough 

trough 

238.    ou 

as  in 

journey 

tourney 

scourge 

adjourn 

journal 

239.    oy 

as  in  Roy 

boy 
coy 
Foy 

j°y 

Moy 
toy 
cloy 
Floy 

Troy 
Joyce 
sloyd 
ahoy 

enjoy 
loyal 
royal 
annoy 

destroy 
employ 
oyster 
voyage 

240.    oi 

as  in  oil 

boil 
coil 
foil 
soil 
toil 

voile 
broil 
spoil 
coin 
loin 

joint 
point 
choice 
moist 
noise 

poise 
voice 
avoid 
poison 
rejoice 

adjoin 
exploit 
anoint 
ointment 
Illinois 

241.    oi 

as  in 

tortoise 

Bowdoin 

242.    oo 

as  in  foot 

good 
hood 

book 
cook 

rook 
took 

nook 
shook 

woolen 
wooden 

WORD   LIST 


161 


stood 

hook 

brook 

wood 

look 

crook 

243. 

oo  as  in  too 

coo 

spool 

coon 

goo 

stool 

croon 

food 

school 

loon 

mood 

boom 

moon 

rood 

doom 

noon 

brood 

loom 

soon 

hoof 

room 

spoon 

roof 

broom 

swoon 

cool 

bloom 

coop 

fool 

gloom 

Goop 

pool 

groom 

hoop 

tool 

boon 

loop 

244. 

oo  as  in 

brooch 

door 

245. 

ay  as  in  away 

bay 

lay 

way 

day 

may 

bray 

fay 

nay 

clay 

Ray 

pay 

dray 

hay 

ray 

fray 

Jay 

say 

gray 

246. 

ai  as  in  raid 

braid 

pail 

lain 

laid 

quail 

main 

maid 

sail 

plain 

paid 

snail 

rain 

raid 

tail 

slain 

wool 
soot 


droop 

scoop 

sloop 

stoop 

swoop 

troop 

whoop 

choose 

loose 

moose 

noose 

boot 


floor 


play 

pray 

slay 

stay 

sway 

tray 

bait 

strait 

wait 

air 

chair 


Woodega 


coot 

hoot 

Moot 

root 

scoot 

Smoot 

toot 

aloof 

balloon 

schooner 

cooper 

goose 


spray 

Hayes 

alway 

crayon 

display 

Lafayette 


daily 

gaily 

sailor 

maiden 

complain 


162 


MANUAL   OF   READING 


staid 

trail               Spain 

fair 

complaint 

ail 

vail                 sprain 

hair 

explain 

fail 

wail                stain 

lair 

dainty 

flail 

Bain               strain 

pair 

gaiter 

frail 

brain              train 

stair 

fairy 

grail 

Cain               twain 

waist 

fairies 

hail 

chain              vain 

maize 

prairies 

jail 

drain              faint 

praise 

daisy 

mail 

grain              paint 

raise 

daisies 

nail 

gain                quaint 

straight 

raisin 

rail 

pain               saint 

afraid 

entertain 

247. 

ey  as  in 

Bey                hey 

prey 

they               whey 

obey 

248. 

ey  as  in  honey 

cosey 

Goosey-loosey 

trolley 

Betsey 

rnone}? 

Turkey-lurkey 

chimney 

249. 

eigh  as  in  eight 

neigh             weigh 

freight 

eighteen 

sleigh             weight 

eighty 

neighbor 

250. 

ei  as  in  rein 

skein 

vein               deign 

veil 

reindeer 

251. 

ei  as  in  seize 

seized             ceiling 

either 

receipts 

receive           deceive 

neither 

252. 

ie  as  in  wield 

brief 

shield             piece 

priest 

relief 

chief 

yield              shriek 

grief 

believe 

thief 

niece              fierce 

belief 

field 

WORD  LIST 


163 


253. 

igh  as  in  high 

sigh 

might 

tight 

fright 

highest 

nigh 

night 

blight 

knight 

almighty 

fight 

right 

bright 

plight 

brighter 

light 

sight 

flight 

slight 

sprightly 

254. 

ea  as  in  sea 

beach 

leaf 

heap 

crease 

treat 

peach 

sheaf 

leap 

grease 

wheat 

reach 

deal 

neap 

ease 

breathe 

teach 

leal 

reap 

pease 

sheathe 

bleach 

meal 

cheap 

please 

sheath 

preach 

peal 

beard 

tease 

wreath 

bead 

seal 

ear 

beast 

eaves 

lead 

Teal 

dear 

east 

leave 

mead 

squeal 

fear 

feast 

sheaves 

read 

beam 

gear 

yeast 

weave 

plead 

cream 

hear 

least 

beaver 

beak 

dream 

Lear 

feast 

beneath 

leak 

gleam 

near 

heat 

eaten 

peak 

scream 

rear 

meat 

creature 

teak 

steam 

tear 

neat 

season 

weak 

stream 

year 

peat 

reason 

bleak 

bean 

clear 

seat 

disease 

creak 

dean 

drear 

bleat 

nearly 

sneak 

Jean 

shear 

cheat 

dearest 

speak 

mean 

smear 

cleat 

appear 

squeak 

clean 

spear 

pleat 

teapot 

streak 

glean 

lease 

beat 

steamer 

255. 

ea  as  in  tread 

dead 

death 

ready 

heaven 

pleasant 

head 

health 

steady 

heavy 

pleasantest 

lead 

breast 

instead 

measure 

dreadful 

164 


MANUAL   OF   READING 


read 
bread 

breath 
thread 

feather 
leather 

pleasure 
treasure 

meadow 
breakfast 

spread 

healthy 

weather 

wealthy 

redbreast 

256. 

ea  as  in 

break 

great 

steak 

257. 

ea  as  in 

swear 

bear 

pear 

tear 

wear 

258. 

ea  as  in  earn 

earl 
earth 
early 

heard 
hearse 
learn 

earnest 
learned 
searched 

pearl 
pearly 
yearn 

259. 

ea  as  in 

heart 

hearken 

hearth 

260. 

oa  as  in  whoa 

load 

soak 

moan 

roast 

oats 

road 
toad 
loaf 

coal 
goal 
shoal 

soap 
Hoar 
roar 

toast 
boat 
coat 

throat 
loaves 
coax 

cloak 

foam 

soar 

Choate 

cocoa 

croak 

loam 

coarse 

float 

aboard 

oak 

roam 

hoarse 

goat 

afloat 

261. 

ew  as  in  jew 

dew 
few 

mew 
new 

flew 
knew 

view 
whew 

Newport 
sinews 

hew 
Kew 

pew 
blew 

slew 
stew 

Lewis 
jewel 

skewer 

262. 

ui  as  in 

suit 

iuice 

iuicy 

WORD   LIST 


165 


263. 

aw  as  in  caw 

jaw 

flaw 

crawl 

fawn 

crawfish 

law 

gnaw 

shawl 

lawn 

hawthorn 

paw 

slaw 

trawl 

pawn 

awkward 

raw 

squaw 

scrawl 

drawn 

tomahawk 

saw 

straw 

sprawl 

prawn 

brawny 

claw 

thaw 

hawk 

spawn 

tawny 

draw 

bawl 

dawn 

lawyer 

264. 

au  as  in  August 

cause 

Gaul 

Saul 

because 

Maurice 

clause 

gauze 

taut 

Caudle 

Naumkeag 

Claude 

haul 

vault 

caucus 

saucer 

daub 

Maud 

vaunt 

faucet 

sausage 

fault 

Paul 

autumn 

gaudy 

Austrian 

fraud 

pause 

author 

Laura 

sauce 

265. 

au  as  in  aunt 

craunch          flaunt 

jaunt 

saunter 

laughter 

daunt 

gaunt 

launch 

taunt 

laundry 

266. 

augh  as  in  slaughter 

caught 

daughter 

haughty 

naught 

taught 

fraught 

naughty 

267.  alk  as  in 

balk  calk  chalk  stalk 

268.  elk  as  in 

elk  whelk  yelk 

269.  ilk  as  in 

milk  silk 


talk 


166 


MANUAL   OF   READING 


270.    oik  as  in 
folk 

yolk 

271.    ulk  as  in 

bulk 

hulk 

sulk 

272.    ar 

as  in  are 

bar 

guard 

arm 

tart 

charcoal 

car 

hard 

charm 

starve 

scarlet 

far 

lard 

farm 

artist 

feldspar 

gar 

yard 

harm 

cargo 

Margaret 

jar 

scarf 

barn 

Carlo 

sparkle 

mar 

large 

darn 

army 

barley 

scar 

ark 

harp 

parlor 

Charlie 

spar 

bark 

sharp 

harbor 

harness 

star 

Clark 

parse 

farmer 

sharpen 

tar 

dark 

harsh 

partner 

Mozart 

barb 

hark 

marsh 

marble 

particle 

garb 

lark 

art 

garden 

Arthur 

farce 

park 

cart 

hardest 

farther 

arch 

shark 

chart 

pardon 

harvest 

larch 

spark 

dart 

target 

tardy 

march 

Carl 

hart 

market 

bard 

marl 

part 

carpet 

card 

snarl 

start 

martin 

273.    ar 

as  in  carry 

carriage 

barrel 

Harry 

parry 

marrow 

carries 

barren 

Barry 

tarry 

sparrow 

carrot 

harrow 

marry 

parrot 

yarrow 

274.    ar 

as  in  war 

ward 

warp 

warmth 

quartz 

warm 

wart 

warble 

quarter 

warn 

quart 

wharf 

dwarf 

WORD   LIST 


167 


275.    are  as  in  care 

bare 

mare 

share 

tare 

stare 

dare 

pare 

snare 

ware 

scare 

fare 

rare 

spare 

square 

careful 

hare 

276.    er 

as  in  her 

pert 

serve 

Bernard 

kernel 

servants 

clerk 

ferns 

German 

merchants 

dessert 

perch 

verse 

herding 

person 

were 

277.    er 

as  in  Albert 

alder 

chamber 

finger 

flower 

under 

aster 

water 

cipher 

grocer 

carrier 

caper 

iceberg 

hither 

monster 

together 

paper 

eager 

river 

other 

yesterday 

taper 

ever 

shiver 

over 

cylinder 

father 

never 

sister 

powder 

different 

falter 

shelter 

silver 

power 

remember 

gander 

whether 

spider 

shower 

carpenter 

gather 

feather 

whither 

wonder 

December 

farther 

leather 

winter 

yonder 

September 

lantern 

leader 

cover 

jumper 

November 

278.    er  as  in  merry 
berries  cherries          errand 


279.  er  as  in 
here  mere 

er  as  in 
hero 

280.  er  as  in 

ere 


sere 


cereal 


there 


Merrill 


sphere 


terrier 


cere 


where 


168 


MANUAL   OF   READING 


281. 

ir  as  in  fir 

bird 

flirt 

first 

third 

thirteen 

chirp 

shirt 

girl 

thirst 

birthday 

dirt 

skirt 

stir 

whirl 

squirrel 

282. 

ire  as  in  dire 

fire 

mire 

tire 

squire 

iron 

hire 

spire 

wire 

require 

283. 

or  as  in  for 

or 

storm 

Morse 

fortune 

orchard 

nor 

born 

George 

fortress 

normal 

cord 

corn 

sort 

orders 

mortar 

lord 

horn 

short 

organ 

forward 

cork 

morn 

snort 

acorn 

Norway 

fork 

scorn 

north 

corner 

California 

York 

thorn 

scorch 

,    forty 

ornaments 

stork 

worn 

torch 

mortal 

Norsemen 

form 

horse 

forlorn 

Concord 

tortoise 

284. 

or  as  in  ore 

bore 

Ora 

score 

forth 

Flora 

core 

wore 

shore 

store 

glorious 

sore 

more 

fort 

before 

oriole 

tore 

chore 

port 

implore 

memorial 

shorn 

pork 

porch 

borne 

Portland 

torn 

sport 

sword 

report 

Portugal 

285. 

or  as  in  word 

work 

worse 

worry 

worship 

doctor 

world 

worth 

worthy 

color 

labor 

worm 

286. 

or  as  in 

sorry 

borrow 

morrow 

sorrow 

sorrel 

WORD  LIST 


169 


287.    ur  as  in  fur 


cur 

churn 

purl 

furnish 

surface 

blur 

curl 

spur 

further 

Turkey 

burn 

fur 

surf 

murmur 

Thursday 

burr 

hurt 

Arthur 

purple 

Saturday 

burst 

nurse 

burden 

purpose 

surprise 

burnt 

purse 

curtain 

pursue 

urchin 

church 

purr 

disturb 

sturdy 

return 

288.   ur 

as  in  cure 

pure 

endure 

measure 

nature 

picture 

ur 

as  in 

Puritan 

purity 

purify 

289.    ur 

as  in 

hurry 

flurry 

furrow 

290.    a 

as  in  babble 

dabble 

paddle 

haggle 

dazzle 

tattle 

drabble 

saddle 

straggle 

battle 

bramble 

gabble 

straddle 

waggle 

Brattle 

candle 

rabble 

baffle 

apple 

cattle 

handle 

scrabble 

raffle 

dapple 

prattle 

angle 

addle 

draggle 

grapple 

rattle 

scramble 

daddle 

291.    a 

as  in  able 

cable 

gable 

stable 

cradle 

maple 

fable 

sable 

table 

ladle 

staple 

292.    e 

as  in  pebble 

heddle 

peddle 

kettle 

nettle 

tremble 

meddle 

embezzle 

mettle 

settle 

gentle 

170 


MANUAL  OF   READING 


293.    ee  as  in 

feeble 

needle 

wheedle 

steeple 

beetle 

ea  as  in 

eagle 

294.    i  as 

in  quibble 

dribble 

twiddle 

ripple 

spittle 

mingle 

nibble 

whiffle 

stipple 

whittle 

shingle 

scribble 

giggle 

whipple 

nimble 

single 

diddle 

higgle 

frizzle 

thimble 

tingle 

fiddle 

jiggle 

fizzle 

dwindle 

dimple 

griddle 

wriggle 

grizzle 

spindle 

simple 

middle 

cripple 

brittle 

dingle 

tinkle 

riddle 

nipple 

little 

jingle 

twinkle 

295.    i  as 

in  bible 

idle 

bridle 

sidle 

rifle 

title 

296.    o  as 

in  cobble 

gobble 

noddle 

goggle 

bottle 

throttle 

hobble 

toddle 

stopple 

Cottle 

nozzle 

coddle 

boggle 

topple 

mottle 

297.    o  as 

in 

noble 

ogle 

298.    u  as 

in  bubble 

rubble 

ruffle 

struggle 

bumble 

stumble 

stubble 

scuffle 

cuttle 

crumble 

tumble 

cuddle 

shuffle 

scuttle 

fumble 

bundle 

huddle 

juggle 

shuttle 

grumble 

trundle 

muddle 

Ruggles 

Tuttle 

humble 

crumple 

puddle 

smuggle 

muzzle 

jumble 

muffle 

snuggle 

puzzle 

mumble 

WORD   LIST 


171 


299. 

u  as  in 

bugle 

300. 

ake  as  in  awake 

bake 
cake 

make 
Pake 

wake 
Blake 

quake 
shake 

partake 
mistake 

fake 

rake 

brake 

slake 

Jake 

sake 

drake 

snake 

lake 

take 

flake 

stake 

301. 

eek  as  in  cheek 

creek 
Greek 

leek 
meek 

peek 
reek 

seek 
week 

sleek 

302. 

e  as  in 

be 
he 

ye 

she 

fee 
see 

skee 
knee 

spree 
three 

me 
we 

the 
bee 

tee 
wee 

glee 
free 

Dee 

flee 

303. 

ike  as  in 

dike 
like 

Mike 
pike 

spike 
strike 

304. 

oke  as  in  smoke 

broke 

cloke 

smoke 

woke 

coke 
choke 

joke 
poke 

spoke 
stroke 

yoke 
stoke 

o  as  in 

token 

stoker 

305.    o  as  in 


go 
lo 
no 


so 

fro 

Coe 


doe 
foe 
hoe 


Joe 
Poe 
roe 


toe 

sloe 

woe 


172 


MANUAL   OF   READING 


306. 

o  as  in 

to 

do 

307. 

uke  as  in 

nuke 

Duke 

Luke 

308. 

u  as  in 

cue 

hue 

blue 

flue 

due 

sue 

clue 

glue 

spue 


309.  adge  as  in 

badge  Madge 

adge  as  in 
badger 

310.  edge  as  in  dredge 

edge  hedge  pledge  sledge  knowledge 

fledge  ledge  sedge  wedge 

311.  idge  as  in  bridge 

midge  ridge 

idge  as  in 
fidget 

312.  odge  as  in  dodge 

lodge  dislodge         hodge-podge 

odge  as  in 

dodger  lodger  Blodgett 


porridge         Cambridge 


313.    udge  as  in 

drudge  grudge  nudge  trudge 

fudge  judge  smudge 

udge  as  in 
cudo-el 


WORD  LIST 


173 


314.    av  as  in  cave 


gave 
lave 

rave 
save 

crave 
Dave 

knave 
shave 

stave 
behave 

nave 
pave 

wave 
brave 

grave 

slave 

behavior 

av  as  in 

Davis 
navy 

flavor 
favor 

quaver 
favorite 

315. 

av  as  in  have 

gravel 

gavel 

ravel 

travel 

unravel 

316. 

ev  as  in 

breve 

ev  as  in 

Eva 

Revere 

evening 

Stevenson 

317. 

ev  as  in  ever 

eleven 

forever 

seven 

every 

never 

several 

318. 

iv  as  in  alive 

dive 

live 

shrive 

wives 

contrive 

five 

chives 

strive 

arrive 

derive 

hive 
I've 

drive 
knives 

thrive 

lively 

revive 

iv  as  in 

ivory 

private 

319. 

iv  as  in  give 

live 
river 

given 
driven 

forgive 
quiver 

deliver 

attentive  ' 

Oliver 
shiver 

174 


MANUAL   OF   READING 


320.    ov 

as  in  cove 

hove 

clove 

stove 

wove 

throve 

wove 

drove 

strove 

grove 

ov 

as  in 

over 

clover 

Dover 

rover 

Nova  Scotia 

321.    ov 

as  in 

move 

remove 

prove 

improve 

improvement 

322.    ov 

as  in  discover 

above 

love 

cover 

hover 

shove 

dove 
glove 

oven 
sloven 

lover 
covert 

plover 
Glover 

shovel 
govern 

323.    ax 

as  in  axe 

lax 

wax 

Faxon 

flaxen 

Max 

flax 

Saxon 

Fairfax 

tax 

Caxton 

Paxton 

beeswax 

324.    ex 

as  in  Rex 

sex 
vex 
next 
exit 
extra 
expand 
extract 

exchange 
expanse 
explain 
expel 
extend 
excess 
except 

excel 
express 
expect 
expense 
expert 
sexton 
perplex 

hexagon 
lexicon 
extreme 
excite 
exile 
exercise 
extinct 

explore 
explode 
extort 
exploit 
export 
excuse 
extrude 

325.    ex 

as  in  exact 

exalt 
exhale 
examine 

exactly 
example 
exertion 

exhaust 
exempt 
exhibit 

exert 

exist 
exhort 

exude 
exult 

WORD  LIST 


175 


326.    ix  as  in  six 

Dix                 mix 

sixth 

fix                  sixteen 

sixty 

327.    ox  as  in  ox 

box                 pox                 oxen 
Cox                Knox             moxie 

Oxford 
Fox-lox 

foxglove 

328.    tion  as  in  mention 

(a)  action                attention 
fraction             intention 

addition 
condition 

adoption 
suction 

attraction          direction 

friction 

introduction 

contraction       collection 
subtraction       affectionate 

position 
option 

instruction 
production 

(£)   nation                vexation 
ration                 plantation 
station               invitation 
vocation             foundation 

decoration 
declaration 
solution 
secretion 

motion 
notion 
multiplication 
revolution 

relation              education 

emotion 

promotion 

tion  as  in 

question 

329.    sion  as  in  tension 

mansion         session          expression     dismission 
passion           confession    mission          permission 

excursion 
compulsion 

compassion   possession 

330.    sion  as  in  infusion 

abrasion         adhesion       division 

corrosion 

conclusion 

invasion         cohesion       precision 
occasion         collision        vision 

explosion 
allusion 

confusion 
delusion 

331.    ous  as  in  nervous 
famous  porous  glorious 


mischievous    victorious 


176 

joyous 
jealous 


MANUAL   OF   READING 

generous 


wondrous      hideous 
beauteous 


industrious 


332.  tious  as  in  ambitious 

(a)  fictitious  nutritious 

(b)  cautious  vexatious 

333.  cious  as  in  luscious 
(a)  delicious  suspicious 


ambitious         fractious 


auspicious 


precious 


Q6)   spacious 
ferocious 

capacious 
gracious 

sagacious 
tenacious 

rapacious 
voracious 

334.    cial  as 

in  commercial 

(a)  official 
beneficial 

provincial 
artificial 

financial 

especial 

(£>)   social 

racial 

crucial 

335.    tial  as 

in  nuptial 

martial 
partial 

initial 
essential 

reverential 
prudential 

providential 
substantial 

336.  tian  as  in 

fustian          Christian       Sebastian 

337.  cian  as  in 

optician         politician       physician       magician    mathematician 
logician         patrician        musician 

338.  tien  as  in 

patient          quotient        patience 

339.  cien  as  in 

sufficient       proficient       efficient         deficient        conscience 


340.    sien  as  in 

transient 


WORD  LIST 


177 


fasten 

christen 

glisten 

listen 

moisten 

chasten 

hasten 

343.    stle 

as  in  castle 

nestle 

bristle 

mistletoe 

apostle      • 

bustle 

pestle 

epistle 

thistle 

jostle 

hustle 

trestle 

gristle 

whistle 

throstle 

rustle 

wrestle 

344.    mb 

as  in  jamb 

' 

lamb 

comb 

dumb 

plumb 

Thumbkin 

climb 

tomb 

numb 

thumb 

lambkin 

limb 

crumb 

mb 

as  in  number 

limber 

slumber 

grumbler 

stumbling 

timber 

tumbler 

mumbled 

crumbling 

345.    eau 

as  in 

beau 

chateau 

bureau 

plateau 

tableau 

346.    ph  as  in  Ralph 

phase 

pamphlet 

Christopher 

lymph 

prophet 

phrase 

sphere 

siphon 

hyphen 

trophy 

caliph 

zephyr 

Philip 

physics 

phoenix 

phalanx 

seraph 

cipher 

orphan 

photograph 

graphic 

pheasant 

sphinx 

phonics 

sulphate 

camphor 

elephant 

sylph 

•gopher 

sulphur 

phantom 

nephew 

nymph 

dolphin 

triumph 

178 


MANUAL   OF   READING 


347.    The  sound  of  a  after  w  is  like  that  of  o  in 


wad                wand 
wast               what 

wallet 
wallow 

wanton 
walnut 

swap 
swan 

wash               wasp 
watch             wabble 

waffle 
twaddle 

walrus 
Walter 

swamp 
swallow 

wan                waddle 

wander 

swab 

swaddle 

348.     The  sound  of  a  after  qu  is  like 

that  of  o  in 

squab             squash 
squad             squabble 

squander 
quandary 

quantity 
quarrel 

quarry 
quadrant 

349.    U  and  ew  after  r, 

sh,  and  y  take  the  sound 

of  oo 

(a)  rue                ruble 
rude              ruin 

cruise 
cruse 

gruel 
extrude 

prune 
fruit 

rule               rumor 

bruit 

construe 

imbue 

Ruth             rural 
rune              recruit 

brute 
bruin 

abstruse 
accrue 

scruple 
true 

ruby             cruel 
rubric           crude 

bruise 
drupe 

prude 

truth 

(6)  shute             sure 

yule 

(c)   crew             grew 
brew             screw 
drew 

strew 
threw 

shrew 
shrewd 

chew 
yew 

u  as  in 

sugar 

350.    Ing  added,  no  change  in  the  primitive  word 

(a)  handing       grinding 
standing       blinding 
mending       winding 
bending        bonding 

funding 
crashing 
smashing 
lashing 

threshing 
meshing 
fishing 
wishing 

crushing 
rushing 
tacking 
tracking 

WORD  LIST 


179 


(b)   pecking  rocking  thanking  honking  camping 

checking  knocking  ranking  bunking  stamping 

kicking  plucking  winking  chunking  limping 

clicking  ducking  blinking  basking  crimping 

(<?)   romping  clanging  longing  etching  botching 

pumping  hanging  thronging  sketching  notching 

stumping  slinging  watching  witching  clutching 

bumping  flinging  catching  stitching  smutching 


(d)  branching 

pinching 

classing 

kissing 

fussing 

blanching 

flinching 

passing 

missing 

mussing 

quenching 

lunching 

dressing 

crossing 

panting 

drenching 

crunching 

pressing 

tossing 

granting 

(e)    denting 

fronting 

nesting 

frosting 

grafting 

renting 

bunting 

jesting 

costing 

wafting 

hinting 

grunting 

misting 

crusting 

hefting 

minting 

casting 

twisting 

rusting 

clefting 

(/)  sifting 

smithing 

quaffing 

bluffing 

folding 

drifting 

frothing 

sniffing 

fluffing 

molding 

tufting 

lothing 

whiffing 

scalding 

calling 

lathing 

chaffing 

scoffing 

welding 

falling 

(g)  telling 

rolling 

salting 

wilting 

acting 

spelling 

tolling 

malting 

quilting 

feeling 

filling 

pulling 

melting 

bolting 

frisking 

willing 

hulling 

belting 

jolting 

husking 

(A)  snowing 

clouding 

toying 

coining 

grooming 

blowing 

pounding 

cloying 

joining 

booming 

pouting 

grouping 

boiling 

cooking 

playing 

outing 

pouring 

spoiling 

hooking 

staying 

(i)    failing 

neighing 

talking 

sewing 

hearing 

railing 

sighing 

walking 

chewing 

threading 

180 


MANUAL  OF   READING 


preying        clawing        feasting        peeking        laughing 
weighing     pawing         roaring         fearing          flooring 


351.    Ed  added  after  t  or  d,  syllable  added  to  primitive  word 

(a)  landed 
banded 

blinded 
minded 

planted 
dented 

hinted 
fronted 

blasted 
lasted 

mended 
blended 

bonded 
granted 

rented 
glinted 

stunted 
shunted 

jested 
tested 

(6)   fisted 
misted 

dusted 
trusted 

hefted 
lifted 

scalded 
welded 

salted 
malted 

frosted 
posted 

grafted 
wafted 

shifted 
tufted 

gilded 
folded 

belted 
felted 

(<?)    bolted 
molted 
pouted 
sprouted 

clouded 
sounded 
feasted 
baited 

fainted 
weighted 
freighted 
righted 

sighted 
treated 
heated 
toasted 

floated 
carted 
darted 
thirsted 

(d)  jointed 
hoisted 
yielded 
shielded 

suited 
fruited 
sorted 
blurted 

acted 
respected 
restricted 
selected 

attracted 
corrected 
erected 
rewarded 

effected 
exacted 
vaulted 
conducted 

352.    Ed  added  after  any  consonant,  no 

(a)   crashed  dished  packed 

smashed  wished  tacked 

meshed  pushed  pecked 

threshed  crushed  decked 

(6)   winked  limped  watched 

linked  crimped  hatched 

bunked  romped  etched 

stamped  pumped  switched 

(<?)   buzzed  frothed  balled 

lathed  chaffed  called 


change  in  primitive  word 

tricked  clucked 

clicked  ducked 

clocked  thanked 

rocked  spanked 

botched  grassed 

branched  blessed 

pinched  mixed 

lunched  boxed 


thrilled 
skilled 


pulled 
mulled 


WORD   LIST 


181 


writhed 

scoffed 

felled 

lolled 

crowed 

whiffed 

stuffed    . 

smelled 

tolled 

snowed 

(t?)  grouped 

boiled 

looked 

played 

failed 

crouped 

soiled 

booked 

stayed 

sighed 

enjoyed 

coined 

groomed 

strayed 

clawed 

destroyed 

joined 

loomed 

bailed 

talked 

(#)   roared 

parched 

reined 

weighed 

numbed 

chewed 

marched 

veined 

neighed 

thumbed 

feared 

covered 

warmed 

laughed 

clasped 

reared 

colored 

warned 

touched 

grasped 

353.    Er  added,  no  change 

in  the  primitive  word 

(a)  grander 

kinder 

dasher 

fresher 

cracker 

blender 

blinder 

lasher 

thresher 

packer 

mender 

fonder 

fisher 

blusher 

checker 

fender 

washer 

wisher 

crusher 

pecker 

(5)   clicker 

sucker 

pinker 

frisker 

cramper 

ticker 

tucker 

thinker 

brisker 

tram  per 

locker 

banker 

bunker 

husker 

limper 

mocker 

ranker 

flunker 

maker 

scrimper 

(<?)    romper 

banger 

longer 

pitcher 

trencher 

jumper 

hanger 

catcher 

stitcher 

pinch  er 

pumper 

ringer 

scratcher 

botcher 

muncher 

thumper 

singer 

sketcher 

rancher 

passer 

(d)  presser 

chanter 

grunter 

jester 

crafter 

dresser 

planter 

hunter 

twister 

defter 

crosser 

renter 

caster 

poster 

swifter 

fusser 

printer 

faster 

duster 

softer 

{e)   stiffer 

caller 

miller 

rower 

cooker 

puffer 

seller 

halter 

spoil  ter 

brooder 

milder 

dweller 

melter 

rougher 

player 

folder 

feeler 

tilter 

toiler 

brighter 

182 


MANUAL   OF   READING 


354.  Ing  added,  final  consonant  of  primitive  word  doubled 

(a)  crabbing  cribbing  rubbing  wadding  bidding 

grabbing  robbing  drubbing  bedding  sodding 

webbing  mobbing  clubbing  wedding  plodding 

ribbing  sobbing  padding  ridding  nodding 

(5)   budding  clamming  brimming  clapping  tipping 

scudding  hemming  drumming  stepping  dropping 

slamming  stemming  gumming  nipping  lopping 

cramming  trimming  strapping  ripping  slopping 

(c)   supping  penning  donning  matting  netting 

cupping  winning  conning  patting  fitting 

canning  tinning  running  petting  splitting 

planning  spinning  dunning  letting  twitting 

plotting  dragging  digging  hugging  warring 

spotting  lagging  rigging  bugging  marring 

nutting  begging  logging  starring  stirring 

shutting  legging  flogging  charring  blurring 

355.  Ed  added,  final  consonant  of  primitive  doubled 


(#)  added 

wedded 

nodded 

budded 

fatted 

padded 

shredded 

sodded 

scudded 

matted' 

wadded 

sledded 

plodded 

studded 

patted 

bedded 

podded 

prodded 

batted 

chatted 

(6)  slatted 

wetted 

gritted 

twitted 

rotted 

betted 

fretted 

knitted 

blotted 

plotted 

jetted 

whetted 

mitted 

clotted 

potted 

netted 

fitted 

witted 

dotted 

spotted 

petted 

flitted 

slitted 

jotted 

(<?)    jutted 

stabbed 

mobbed 

dubbed 

scrubbed 

smutted 

webbed 

robbed 

rubbed 

crammed 

strutted 

fibbed 

sobbed 

tubbed 

jammed 

WORD   LIST 

183 

crabbed 

ribbed 

knobbed 

clubbed 

clammed 

grabbed 

cribbed 

throbbed 

((?)  slammed 
hemmed 
stemmed 
rimmed 

brimmed 
skimmed 
summed 
gummed 

drummed 
capped 
gapped 
rapped 

snapped 
slapped 
stepped 
nipped 

stripped 
sipped 
dripped 
whipped 

(0)    hopped 
chopped 
mopped 
supped 

canned 
fanned 
penned 
pinned 

skinned 
dunned 
shunned 
stunned 

barred 
jarred 
starred 
scarred 

furred 
blurred 
spurred 
drugged 

356.    Er  added,  final  consonant  of  primitive  doubled 

(«)  grabber 
fibber 
robber 
sobber 

rubber 
grubber 
scrubber 
sadder 

madder 
padder 
gladder 
redder 

shredder 
bidder 
sodder 
plodder 

scudder 
rammer 
shammer 
swabber 

(£>)   hemmer 
stemmer 
brimmer 
skimmer 

swimmer 
trimmer 
hummer 
drummer 

strummer 
rapper 
sapper 
tapper 

clapper 
wrapper 
nipper 
dipper 

chipper 
clipper 
dripper 

(e)    slipper 
shopper 
hopper 
popper 

supper 
upper 
canner 
planner 

tanner 
pinner 
winner 
spinner 

runner 
gunner 
fatter 
ratter 

hatter 
chatter 
netter 
•wetter 

(<f)  fitter 
flitter 
knitter 
twitter 

sitter 
blotter 
hotter 

plotter 
cutter 
nutter 

shutter 
digger 
dogger 

plugger 
snugger 
shrugger 

357.    Ing  added,  final  e  of  primitive  dropped 

(a)  bribing         tubing  shading        riding  sliding 

probing        fading  spading         siding  striding 


184 


MANUAL   OF   READING 


robing 

wading 

trading 

chiding 

abiding 

cubing 

grading 

hiding 

gliding 

deciding 

(6)   gaming 

blaming 

scheming     homing 

draping 

laming 

flaming 

chiming 

fuming 

shaping 

naming 

framing 

timing 

pluming 

scraping 

taming 

shaming 

priming 

aping 

escaping 

O)   piping 

coping 

groping 

caning 

dining 

wiping 

hoping 

sloping 

waning 

lining 

griping 

loping 

roping 

planing 

mining 

striping 

moping 

duping 

craning 

pining 

(d)  shining 

toning 

mating 

grating 

caging 

twining 

droning 

rating 

biting 

raging 

whining 

stoning 

hating 

writing 

staging 

boning 

tuning 

slating 

voting 

dancing 

(e)  glancing 

rising 

striving 

daring 

baking 

fencing 

closing 

scaling 

sparing 

liking 

wincing 

losing 

smiling 

hiring 

smoking 

chasing 

basting 

tiling 

curing 

saving 

358.    Ed  added,  final  e  of  primitive 

dropped 

(a)  faded 

spaded 

glided 

mated 

grated 

waded 

traded 

prided 

rated 

crated 

bladed 

ceded 

boded 

hated 

plated 

graded 

sided 

dated 

prated 

skated 

shaded 

chided 

fated 

slated 

(6)   invited 

bribed 

cubed 

named 

limed 

toted 

lobed 

tubed 

tamed 

timed 

voted 

probed 

famed 

schemed 

primed 

fluted 

robed 

lamed 

chimed 

grimed 

(<?)   chimed 

taped 

piped 

moped 

caned 

domed 

draped 

wiped 

roped 

paned 

WORD  LIST 


185 


fumed 
plumed 

scraped 
shaped 

striped 
hoped 

sloped 
duped 

waned 
planed 

(cf)  caged 
paged 
staged 
waged 

cringed 
fringed 
singed 
twinged 

danced 
pranced 
minced 
chased 

dived 
closed 
fused 
chafed 

stared 
fired 
saved 
moved 

00   filed 
piled 
smiled 
eyed 

baked 
raked 
staked 
waked 

smoked 
liked 
spiked 
bagged 

edged 
sedged 
bridged 
dodged 

lodged 
nudged 
grudged 
gabbled 

359.    Er  added,  final  e 

of  primitive 

dropped 

(#)  briber 
fader 

spader 
trader 

wider 
slider 

framer 
schemer 

comer 
fumer 

wader 
grader 

hider 
rider 

gamer 
namer 

timer 
primer 

draper 
shaper 

(6)  piper 
riper 
wiper 
hoper 

caner 
saner 
waner 
diner 

finer 
miner 
stoner 
tuner 

later 
mater 
slater 
skater 

biter 
writer 
whiter 
voter 

(c)   cuter 
stager 
wager 
huger 

dancer 
prancer 
wincer 
chaser 

baser 
riser 
wiser 
poser 

proser 
closer 
loser 
muser 

baster 
waster 
taster 
bather 

(c?)  safer 
paler 
sealer 

filer 
smiler 
tiler 

barer 
rarer 
sharer 

wirer 
borer 
corer 

scorer 
purer 
saver 

whaler 

fifer 

sparer 

sorer 

mover 

360.    Es  adds 

a  syllable  to  primitive 

word 

(a)  ashes 
dashes 

slashes 
flashes 

meshes 
threshes 

vanishes 
punishes 

blushes 
flushes 

186 


MANUAL  OF   READING 


hashes 

splashes 

fishes 

varnishes 

brushes 

mashes 

smashes 

dishes 

pushes 

crushes 

sashes 

washes 

wishes 

bushes 

thrushes 

crashes 

marshes 

finishes 

hushes 

rushes 

(6)   faces 

braces 

dances 

fences 

offices 

laces 

graces 

glances 

nieces 

pieces 

paces 

traces 

chances 

ices 

voices 

races 

cases 

fancies 

spices 

juices 

places 

traces 

fleeces 

princes 

spruces 

(<?)   ages 

pages 

changes 

cringes 

bridges 

cages 

stages 

charges 

fringes 

ridges 

rages 

engages 

oranges 

singes 

dodges 

sages 

villages 

edges 

hinges 

judges 

wages 

ranges 

sedges 

twinges 

plunges 

(c?)  passes 

cases 

cresses 

mosses 

chooses 

lasses 

vases 

blesses 

tosses 

papooses 

masses 

raises 

presses 

crosses 

houses 

grasses 

praises 

tresses 

losses 

muses 

glasses 

cheeses 

rises 

noses 

fuses 

brasses 

dresses 

kisses 

roses 

uses 

classes 

guesses 

misses 

closes 

nurses 

gases 

messes 

blisses 

loses 

purses 

(e)   axes 

vexes 

mixes 

sixes 

foxes 

taxes 

sexes 

fixes 

boxes 

coaxes 

(/)  gazes 

hazes 

mazes 

blazes 

glazes 

361.    Es  does  not  add  a  syllable  to  the  primitive  word 

tubes  likes  flames  hopes  motes 

fades  smokes  times  dupes  lutes 

rides  jokes  lanes  cares  staves 

safes  dukes  wines  fires  graves 


WORD   LIST 


187 


clothes 

males 

writhes 

miles 

bathes 

moles 

bakes 

mules 

362.    qu  as  in 

quack 

quality 

quail 

Quentin 

quaint 

quench 

quart 

quest 

quake 

quell 

quartz 

question 

quarry 

queer  ' 

quarrel 

queen 

qu  as  in 

conquer  mosquito 
lacquer  paroquet 
liquor  piquant 


stones 
tunes 
capes 
types 


equip 

quince 

quit 

quick 

quill 

quilt 

quiet 

quite 

mosque 

quadrille 

coquette 


363.    Short  words  containing  ie 

die  vie  ties 

lie  dries  tries 


fie 

pie 

tie 


lies 
flies 
skies 


cries 
cried 


stores 
cures 
mates, 
bites 


quiver 

quiz 

quire 

squash 

squall 

square 

squad 

squaw 


hives 
lives 
stoves 
loves 


squeak 

squeal 

squeeze 

squib 

squirt 

squire 

squint 

squirrel 


etiquette      masquerade 
antique         opaque 
grotesque     unique 


lied 
tied 
tried 
fried 


pied 
dried 
died 
replied 


364.    Longer  words  containing  ie  in  the  last  syllable 


Annie 

Jessie 

Robbie 

fairies 

goodies 

Fannie 

Nellie 

froggie 

daisies 

cookies 

Carrie 

Minnie 

doggie 

berries 

puppies 

Blackie 

Jimmie 

dollie 

cherries 

pussies 

Laddie 

Winkie 

nursie 

pennies 

countries 

Gracie 

Willie 

brownie 

enemies 

carried 

188 


MANUAL   OF   READING 


Jamie 

birdie 

dearie 

bodies 

worried 

Charlie 

collie 

Peasie 

glories 

buried 

Auntie 

Spottie 

Beansie 

posies 

studied 

Jennie 

Flossie 

babies 

stories 

hurried 

365.    Short  words  ending  in  y 

by 

my 

spy 

why 

July 

cry 

shy 

sly 

pry 

reply 

dry 

sky 

spry 

Ely 

deny 

% 

sty 

try 

buy 

firefly 

fry 

• 

366.    Longer 

words  ending 

my 

(a)  baby 

shabby 

Libby 

Toby 

lobby 

tabby 

flabby 

Trilby 

hobby 

ruby 

(6)   fancy 

mercy 

Lucy 

agency 

vacancy 

racy 

fleecy 

juicy 

piracy 

secrecy 

saucy 

icy 

policy 

infancy 

currency 

(c)   shady 

sandy 

greedy 

tidy 

woody 

lady 

hardy 

eddy 

giddy 

sturdy 

caddy 

tardy 

remedy 

body 

cloudy 

handy 

needy 

ready 

shoddy 

muddy 

candy 

weedy 

steady 

melody 

(d)  shaggy 

Peggy 

piggy 

foggy 

buggy 

(e)   clergy 

apology 

geology 

zoology 

astrology 

energy 

doxology 

theology 

prodigy 

mythology 

effigy 

analogy 

biology 

liturgy 

mineralogy 

(/)  safely 

Jelly 

really 

lightly 

truly 

scaly 

cheerily 

pearly 

tightly 

ugly 

gayly 

merrily 

Billy 

dolly 

lustily 

bravely 

presently 

chilly 

Jolly 

suddenly 

WORD   LIST 


189 


gravely 

extremely 

silly 

Polly 

curly 

family 

sweetly 

lily 

holy 

fully 

happily 

terribly 

quickly 

homely 

busily 

shapely 

dearly 

swiftly 

lonely 

roughly 

strangely 

easily 

friendly 

lovely 

slowly 

hardily 

early 

strictly 

only 

proudly 

falsely 

earnestly 

quietly 

woolly 

patiently 

sharply 

cheaply 

kindly 

softly 

cheerfully 

freely 

heavenly 

brightly 

cruelly 

beautifully 

gently 

nearly 

tightly 

surely 

wonderfully 

(#)   Amy 

dreamy 

slimy 

gloomy 

stormy 

creamy 

enemy 

grimy 

Tommy 

gummy 

(A)  any 

Anthony 

blenny 

whinny 

company 

many 

brawny 

colony 

Johnny 

sunny 

canny 

rainy 

tiny 

pony 

funny 

Nanny 

penny 

shiny 

stony 

bunny 

Fanny 

weeny 

finny 

downy 

(0    haPPy 

sleepy 

crispy 

poppy 

puppy 

nappy 

creepy 

copy 

sloppy 

croupy 

(/)   carry 

ferry 

library 

flurry 

bakery 

marry 

merry 

victory 

furry 

silvery 

Harry 

cherry 

history 

every 

powery 

starry 

cheery 

hickory 

grocery 

angry 

Mary 

memory 

ivory 

nursery 

pantry 

dairy 

February 

worry 

fairy 

country 

factory 

Henry 

story 

airy 

wintry 

canary 

weary 

glory 

cheery 

hungry 

cavalry 

mulberry 

sorry 

very 

sultry 

berry 

primary 

hurry 

dreary 

fiery 

(&)   lazy 

hazy 

breezy 

dizzy 

bronzy 

crazy 

mazy 

frenzy 

cozy 

fuzzy 

190 


MANUAL  OF  READING 


(I)    dainty 

pretty 

Betty 

pity 

thirty 

safety 

beauty 

seventy 

dirty 

frosty 

party 

empty 

eternity 

kitty 

forty 

cavity 

twenty 

hearty 

mighty 

duty 

charity 

plenty 

city 

sixty 

liberty 

O)  gravy 

wavy 

bevy 

levy 

dewy 

navy 

envy 

heavy 

ivy 

(ri)  tansy 

palsy 

greasy 

rosy 

clumsy 

pansy 

easy 

quinsy 

prosy 

gypsy 

daisy 

phrensy 

flimsy 

drowsy 

(0)   money 

jockey 

hackney 

Kersey 

monkey 

honey 

abbey 

Jersey 

journey 

donkey 

367.    Consonant  sound 

tfj 

yam 

yarn 

year 

yell 

youth 

jap 

yacht 

yield 

yoke 

young 

yank 

yawn 

yet 

yew 

yellow 

yard 

yeast 

yes 

Yule 

yonder 

368.    Sound 

of  c  before 

e,  i,  and  y 

(#)  ace 

race 

farce 

prance 

chancel 

dace 

brace 

chance 

trance 

cancer 

face 

Grace 

dance 

palace 

lancet 

lace 

place 

France 

surface 

lancer 

mace 

space 

glance 

lattice 

Alice 

pace 

trace 

lance 

cancel 

fragrance 

(5)   cent 

fleece 

cere 

presence 

receive 

fence 

piece 

center 

cellar 

deceive 

hence 

niece 

central 

excel 

ceiling 

thence 

fierce 

descent 

preface 

Cecilia 

whence 

scene 

crescent 

discern 

Cecil 

pence 

cede 

silence 

WORD  LIST 


191 


(c)   ice 

nice 

spice 

price 

since 

dice 

rice 

twice 

icicle 

prince 

mice 

vice 

thrice 

suffice 

quince 

(c?)  once 

Joyce 

pounce 

office 

pronounce 

force 

choice 

notice 

province 

poultice 

voice 

ounce 

police 

rejoice 

cowardice 

(e)    Bruce 

juice 

reduce 

succeed 

prejudice 

spruce 

dunce 

produce 

precede 

prudence 

truce 

truce 

justice 

exceed 

V 

introduce 

(/)  scent 

scepter 

science 

abscess 

scenery 

scene 

(#)  cite 

cider 

citron 

pacify 

principle 

city 

circus 

rancid 

decisive 

discipline 

civil 

excite 

pencil 

cinder 

cinnamon 

civet 

cipher 

decide 

Pacific 

Cinderella 

acid 

circle 

docile 

council 

proboscis 

cities 

viscid 

scissors 

Priscilla 

(A)  Nancy 

fleecy 

Lucy 

secrecy 

constancy 

fancy 

mercy 

bicycle 

vacancy 

currency 

369.    Sound 

of  g  before  e, 

i,  and  y 

(#)  age 

aged 

plumage 

mange 

language 

cage 

image 

package 

range 

exchange 

gage 

adage 

courage 

change 

orange 

sage 

usage 

cottage 

strange 

danger 

page 

manage 

cabbage 

charge 

discharge 

rage 

passage 

baggage 

large 

Margery 

wage 

message 

carriage 

barge 

challenge 

stage 

voyage 

marriage 

angel 

(*)  gem 

gender 

siege 

German 

gesture 

germ 

genius 

liege 

genuine 

gelatine 

verge 

gentle 

oblige 

general 

Geoffrey 

192 


MANUAL  OF  READING 


(<?)   doge 

college 

pigeon 

George 

sponge 

forge 

Roger 

oxygen 

gorgeous 

scourge 

(d)  bulge 

huge 

deluge 

surgeon 

dungeon 

purge 

plunge 

courage 

sturgeon 

00   gill 

giant 

rigid 

region 

gipsy 

gin 

agile 

fragile 

gentile 

fugitive 

gibe 

magic 

engine 

legion 

ginger 

(/)  gypsum 

gypsy 

gyrate 

Egypt 

geology 

370.    Short  vowel  before 

two  consonants 

(#)  cabbage 

gallop 

Hannah 

arrow 

harrow 

rabbits 

hallow 

appear 

arrives 

marrow 

tobacco 

Anna 

happen 

barrel 

narrow 

gladdest 

Annie 

happy 

carry 

sparrow 

daffodil 

cannon 

happily 

Harry 

tassel 

allow 

Fanny 

happiest 

carriage 

attic 

balloon 

Fannie 

pappoose 

carrot 

attract 

(5)  effect 

yellow 

Jennie 

cherry 

Betty 

bellow 

yellower 

penny 

cherries 

rosette 

Ella 

yellowest 

pennies 

errand 

Freddie 

hello 

Jessie 

berry 

merry 

umbrella 

fellow 

jelly 

berries 

merrily 

beginning 

mellow  . 

(c)   ribbon 

Billy 

silly 

Jimmie 

kitty 

hidden 

hilltop 

village 

dinner 

kitten 

difference 

million 

Willie 

Minnie 

mitten 

biggest 

pillar 

willow 

minnow 

pitter 

(rf)  Dobbin 

collect 

follow 

trolley 

sorry 

Robbie 

collar 

hollow 

bonnet 

across 

office 

dollar 

jolly 

sonnet 

Flossie 

doggie 

dollie 

Polly 

Johnny 

moccasin 

WORD   LIST 


193 


(0)   succeed        muffet 

funny 

butter    ' 

furrow 

cuddled        summer 

puppy 

mutter 

buzzed 

muddy          cunning 

russet 

hurried 

sudden         sunny 

button 

hurry 

371.    Long  vowel  before 

one  consonant 

fatal               vacant 

cedar 

omen 

stupid 

halo                elect 

final 

oral 

pupil 

label              era 

idol 

polar 

tuber 

naval              erect 

mica 

total 

unit 

naked             evil 

pilot 

potent 

cubit 

natal               arena 

rival 

stolen 

lucid 

pagan             regal 

vital 

hotel 

mucus 

favor              erase 

polite 

token 

lurid 

372.    kn  like  n  as  in 

knap               knelt 

knit 

knot 

knurl 

knave             knell 

knob 

knout 

knapsack 

knead             knife 

knobby 

know 

knowledge 

knee               knives 

knock 

knew 

knuckle 

kneel              knight 

knoll 

knub 

knurly 

373.    wr  like  r  as  in 

wrap               wreathe 

wright 

writhe 

awry 

wrack             wreck 

wring 

wrong 

wrangle 

wraith            wren 

wrist 

wroth 

wrestle 

wrath             wrench 

writ 

wrung 

wretched 

wreak             wrest 

write 

wrought 

wriggle 

wreath           wretch 

wrote 

wry 

374.    bu  like  b  as  in 

build              builder 

busy 

buyer 

buy 

built               building 

business 

194 


MANUAL  OF   READING 


375.    mn  like  \n,  as  in 


autumn 
column 

hymn 
solemn 

condemn 
contemn 

limn 

In  like  I  as  in 

kiln 

376. 

gu  like  g  as  in 

guard 
guess 
guest 
guide 
guild 
guile 

guilt 
guise 
guilty 
guinea 
guitar 
guidon 

guerdon 
guerilla 
guardian 
guillotine 
brogue 
fugue 

league 
plague 
rogue 
tongue 
vague 
vogue 

fatigue 
intrigue 
catalogue 
dialogue 
pedagogue 
synagogue 

377. 

gu  like  gw  as  in 

guano 
guava 
Guelph 

anguish 
languish 
languid 

languor 
linguist 
penguin 

persuade 
sanguine 
unguent 

distinguish 
extinguish 
language 

378. 

gn  like  n  as  in 

gnarl 
gnash 
gnat 
gnaw 

gneiss 
gnome 
gnu 
deign 

feign 
reign 
campaign 
foreign 

sign 
assign 
benign 

condign 
ensign 
resign 

379. 

h  silent  as  in 

hour 
heir 

herb 
honor 

honest 

honesty 

herbage 

380. 

ch  like  k  as  in 

Christ 

chasm 

chemist 

chlorine 

chromatic 

chrism 

ache 

mechlin 

cholera 

chronicle 

choir 

school 

scholar 

Chaldee 

chrysalid 

WORD  LIST 


195 


chord 
chrome 

echo 
scheme 

schooner 
chronic 

Christian 
Christmas 

chrysalis 
character 

conch 
Chloe 
chorus 
choral 
chaos 

chyme 
chyle 
anchor 
orchid 
orchis 

trochee 
stomach 
monarch 
christen 
sumach 

drachma 
mechanic 
chimera 
chemistry 
technical 

chloroform 
chronometer 
strychnine 
catechism 

381. 

w  silent  as  in 

sword 
answer 

whole 
who 

whom 
whose 

whoop 

382. 

1m  as  in  aim 

balm 
calm 

palm 
palmer 

psalm 
psalmist 

qualm 

1m  as  in 

salmon 

383. 

1m  as  in  elm 

film 

holm 

culm 

helm 

384. 

If  as  in 

calf 

half 

385. 

If  as  in  elf 

delf 
self 

shelf 
pelf 

golf 
gulf 

386. 

Ive  as  in 

calve 

halve 

salve 

387.    Ive  as  in  valve 

elves  helve 

delve  selves 


shelves          involve 
twelve 


196 


MANUAL   OF    READING 


388.    y 

=  I  as  in  myth 

crystal 
nymph 
lynx 
symbol 

bicycle 
Phyllis 
amethyst 
Brooklyn 

system 
Lydia 
pyramid 
Egypt 

cylinder 
sylvan 
Evelyn 
mysterious 

rhythm 
Blynken 
syntax 

389.    y 

=  1  as  in 

cypress 
rhyme 

scythe 
Lyle 

thyme 
hyena 

hyphen 
hydra 

390.    y 

final  =  i  in 

the  ending  f 

Y 

'satisfy 
beautify 
magnify 

falsify 
fortify 
gratify 

justify 
stupefy 

terrify 
rarefy 

signify 
notify 

391.    y 

final  =  1  in 

ply  and  py 

apply 
reply 

multiply 
supply 

occupy 

espy 

• 

392.    i  = 

=  ee  as  in 

machine 
marine 
ravine 

Lucille 
police 
valise 

magazine 
mandarin 

fatigue 
pique 

caprice 
Clarice 

393.    i  = 

=  y  as  in 

valiant 
brilliant 

peculiar 
familiar 

Italian 
cordial 

genial 
filial 

civilian 

behavior 
warrior 
billion 

minion 
opinion 
onion 

pillion 
bastion 
mullion 

pavilion 
rebellion 
medallion 

battalion 
digestion 
dominion 

trillion 
million 

scallion 
scullion 

bullion 
pinion 

companion 
union 

exhaustion 
warrior 

anxious 

noxious 

bilious 

WORD   LIST 


197 


394.    i  as  in  promise 


ermine 

crevice 

imagine 

determine 

hostile 

examine 

notice 

office 

medicine 

fertile 

genuine 

heroine 

lattice 

Peregrine 

fragile 

practice 

engine 

justice 

reptile 

missile 

opposite 

plaintive 

native 

missive 

massive 

favorite 

active 

sportive 

restive 

talkative 

granite 

captive 

olive 

passive 

positive 

395.  et  final  =  a  as  in 

bouquet         crochet 
croquet          valet 

396.  Two  vowels  not  united  in 

trial  pliant  gruel 

dial  truant  poet 

phial  fuel  suet 

giant  cruel  cruet 


ballet 
chalet 

as  in  digraphs 

diet  idea 

quiet  real 

poem  science 

Samuel  beatitude 


INDEX   TO    WORD   LIST 


The  figures  at  the  left  of  the  phonograms  indicate  the  sections  of  the  Word  List. 


lab 

11  ad 

22  am 

34  ap 

44  an 

56  at 

66  ag 

74  and 

81  ash 

87ack 

92  act 

97ank 

106  amp 

113  ang 

121  atch 

129  anch 

131  ance 

141  ass 

158  ant 

166  ast 

185  ath 

197  aff 

204  alp 

214  all 

273  arr 

309  adge 

315  av 

323  ax 

382  aim 

290  and  370 

before  two 

or  more  consonants. 

a 

2  abe 

12ade 

23  ame 

35  ape 

45  ane 

57  ate 

67  age 

114  ange 

142  ase 

143  ase 

167  aste 

186  athe 

198  afe 

215  ale 

300  ake 

314  ave 

291  before 

ble,  etc. 

a 

184  ath 

265  au 

272  ar 

382  aim 

384  alf 

386  alve 

a 

102  ask 

128  anch 

130  ance 

140  ass 

157  ant 

105  ast 

174  asp 

179  aft 

184  ath 

196  aff 

a 

207  aid 

213  all 

226  alt 

263  aw 

264  au 

266  augh 

267  alk 

274  ar 

a 

347  w 

348  qu 

a 

275  are 

g 

3eb 

13  ed 

24  em 

36  ep 

46  en 

58  et 

68  eg 

75  end 

82  esh 

88eck 

93ect 

103  esk 

199 

200  MANUAL   OF  READING 


107  enip 

lOSempt       122  etch        132  ench        133  ence 

144  ess 

160  ent 

168  est           175  esp          180  eft           187  eth 

199  eff 

205  elp 

208  eld          216  ell           227-elt           268  elk 

278  err 

310  edge 

317  ev            324  ex            325  ex            383  elm 

385  elf 

387  elve 

292  and  3706  before  two  or  more  consonants. 

e 

4  ebe  14  ede  25  erne          47  ene          145  ese          302  me 

316  eve          279  ere 


276  er  277  er 

e  = 

280  ere 


I 

5ib 

16  id             27  im             38  ip 

49  in 

60  it 

69  ig 

77  ind            83  ish             89  ick 

94  ict 

98  ink 

104  isk 

109  imp         115  ing          116  inge 

123  itch 

124  ich 

134  inch 

135  ince        146  iss           174  iss 

161  int 

169  ist 

176  isp 

181  ift           r88  ith          190  ilth 

200  iff 

210  ild 

218  ill 

228  ilt            269  ilk           311  idge 

319.iv 

326  ix 

383  ilin 

294  and  370c  before  two  or  more  consonants. 

394  ise,  ine,  ice,  ile,  ite,  ive. 

I 

6  ibe  17  ide  28  ime  39  ipe  50  ine  61  ite 

76  ind          148  ise  189  ithe         201  ife  209  ild  219  ile 

282  ire  303  ike          318  ive          363  ie  295  before  ble,  etc. 


281  ir 

I  =  ee 

392  ine,  ile,  ice,  ise,  in,  igue,  ique 

i  =  y 

393  iant,  iar,  ian,  ial,  ior,  ion,  ious 


INDEX  TO   WORD  LIST 


201 


5 

7ob 

18  od 

29  om 

40  op 

51  on 

62  ot 

70  og 

78  ond 

84osh 

90ock 

95  oct 

99  onk 

110  omp 

111  ompt 

117  ong 

125  otch 

136  onch 

149  oss 

162  ont 

170  ost 

177  osp 

182  oft 

191  oth 

202  off 

220  oil 

286  orr 

312  odge 

327  ox 

383  olm 

385  olf 

296  and 

370d  before  two 

or  more  consonants. 

5 

8obe 

19  ode 

30  ome 

41  ope 

52  one 

63ote 

71  oge 

150  ose 

151  ose 

171  ost 

192  oth 

211  old 

221  oil 

222  ole 

229  olt 

270  oik 

284  ore 

304  oke 

305  oe 

320  ove 

386  olm 

297  before 

ble,  etc. 

6 

31  ome 

53  on 

79  ond 

100  onk 

118  ong 

137  onc< 

163  out 

173  ost 

193  oth 

322  ove 

283  or 


152  ose 


306  do 


321  ove 


O  =  00 


285  wor 


0  =  00 


or  =  ur 


9  ub 

20  ud 

32  um 

42  up 

54  un 

64  ut 

72  ug 

80  und 

85  ush 

91  uck 

96  uct 

101  unk 

105  usk 

112  ump 

119  ung 

120  unge 

126  utch 

127  uch 

138  unch 

139  unce 

153  uss 

164  unt 

173  ust 

178  usp 

183  uft 

195  uth 

203  uff 

206  ulp 

212  uld 

223  ull 

230  ult 

271  ulk 

289  urr 

313  udge 

383  ulna 

385  ulf 

298  and  370e  before  two  or  more  consonants. 


10  ube  21  ude  33  ume          43  upe  55  ume          65  une 

73  uge          155  use          156  use          194  uth         225  ule          288  ure 
307  uke         308  ue  299  before  gle,  etc. 


202 


MANUAL   OF   READING 


287  ur 
349 
86  ush 


154  uss 


6 

U  =  00 

s_^ 
U  =  OO 


224  ull 


ow231 

ou233 

ou  =  oo  234 

ou  =  5  235 

ou  =  aw  237 

our  =  ur  238 

oy  239 

oi240 

oi  =  I  241 

oo242 

oo243 

ou  =  tt  236 


Equivalents  of  a 
247  ey  249  eigh        250  ei 


245  ay  246  ai 

257  ea  =  a     259  ear  =  ar 


Equivalents  of  e 

15  eed  26  eem          37  eep  48  een  59  eet 

301  eek          302  ee  293  ee  before  ble,  etc. 

254  ea  =  e     255  ea  =  e     258  ear  =  er   251  ei          252  ie 

Equivalents  of  i 
253  igh          365  y  =  1       366  y  =  I 


260  oa 


261  ew 


244oo 


262  ui 


Equivalents  of  o 
232  ow          235  ou 

Equivalents  of  u 


256  ea 


27  eel 


tion  328 
tious  332 

sion  329 
cious  333 

sion  330 
cial  334 

ous  331 
tial  335 

tian  336 

cian  337 

tien  338 

cien  339 

sieii  340 

ften  341 

sten  342 

stle  343 

mb  344 
qu348 

eau  345 

y  initial  367 

ph  346 

qu362 

INDEX   TO   WORD   LIST 


203 


131  ance   130  ance   133  ence 
3QSa-b-c-d-e-f          368^  cy 


9 

135  ince 
368/i  ci 


137  once        139  unce 


67  age           71 
309  adge        310 
W9a-b-c-d  ge 

oge           73  uge 
edge        311  idge 
369e  gi 

114  ange 
312  odge 
369/gy 

116  inge        120  unge 
313  udge 

kn  372 
wr373 
ch  =  k  380 

bu374 
mn  375 

w  silent  381 

gu376 
gu377 

gn378 
h  initial  379 

350  ing  added,  no  change  in  primi- 

tive word. 

351  ed  added  after  t  or  d. 

352  ed  added  after  any  consonant. 

353  er  added,  no  change  in  primi- 

tive word. 

354  ing     added,     final     consonant 

doubled. 

355  ed     added,      final      consonant 

doubled. 

356  er      added,      final      consonant 

doubled. 

357  ing  added,  final  e  dropped. 

358  ed  added,  final  e  dropped. 


359  er  added,  final  e  dropped. 

360  es  added,  syllable  added. 

361  es  added,  syllable  not  added. 

363  Short  words  ending  in  ie. 

364  Longer  words  ending  in  ie. 

365  Short  words  ending  in  y. 

366  Longer  words  ending  in  y. 

388  y  =  l. 

389  y  =  l. 

390  y  in  ending  fy  =  l. 

391  y  in  ending  ply  and  py  =  1. 

395  et  final  =  a. 

396  Two  words,  not  digraphs. 


UNIVERSITY  QF  CALIFORNIA  LIBRARY 


THIS  BOOK  IS  DUE  ON  THE  LAST  DATE 
STAMPED  BELOW 


AUG     I       1914 

AUL.  J4   1014 

MOV  9  1915 
NOV  17  1915 

31918 
JULf  a  1918 

APR  16  1319 


190c'56JL 


JUL  31 


30/n-6,'14 


YC 


/ 


